2019-02-12 PPS School Board Regular Meeting, Work Session
| District | Portland Public Schools |
|---|---|
| Date | 2019-02-12 |
| Time | missing |
| Venue | missing |
| Meeting Type | regular, work |
| Directors Present | missing |
Documents / Media
Notices/Agendas
Materials
Equity Packet (6181e3a997d6eaae).pdf Racial Equity Lens Presentation
Budget and Timeline for Board 2-19-2019 (b919204501e1ff0a).pdf Budget Priorities and Budget Principles
REVISED 02-12-19 Business Agenda V2 (10d9645740f4572a).pdf REVISED Business Agenda
2018-19 PPS Board and Admin Shared Workplan Abridged Quarterly version 112418 6 (8def63da9ae9edf7).pdf Board and Admin Full Work Plan
Minutes
02-12-19 Meeting Overview (297bcde327d3206c).pdf Meeting Overview
Transcripts
Event 1: Regular Meeting of the Board of Education - February 12, 2019
00h 00m 00s
you
for February 12 2019 is called to order
welcome to everybody presents into our
television viewers for tonight's meeting
any item that will be voted on this
evening has been posted as required by
state law this meeting is being
televised live and will be replayed
throughout the next two weeks
please check the board website for
replay times this meeting is also being
streamed live on our PBS TV Services
website
as a reminder we now have our PBS
Ombudsman Judy Martin in the back
attending all regular board meetings
Judy will be here to listen to the
public comments and if appropriate
provide additional support to families
who need or want it Judy can be reached
at 5:03 nine one six three zero four
five or Ombudsman at PBS net we also
have interpreters with us this evening
and I'd like to ask them to come forward
at this time introduce themselves into
the language into which they will be
interpreting and inform the audience
where they will be located in the
auditorium should someone need their
assistance hola buenas tardes me llamo
Daniel Lee voiced Aras endo servicio de
interpretación en espanol Oster picado a
con la parte de el fondo de la sala
muchas gracias the previous showed me as
about ladies say yeah but the video I
did not have scarcely come with a large
enough Amish board members are there any
items in the business agenda that you
have questions on this does not include
individual action items listed on
tonight's agenda but only one that is a
question for staff and I will let them
know during the break tonight's meeting
formats will be a little different from
usual we will start with the
superintendent's report and public
comments and then we're going to recess
from the regular board meeting and move
to the Mazama conference room for a work
session
after we adjourn the work session we'll
reconvene back here to resume the
regular meeting during the work session
we're going to be talking about the
racial equity lens that has been
refreshed and we will have a budget work
session I should warn you some of that
work session is going to include table
work small group work around tables so
it will likely be difficult for the
audience to hear but this is going to be
the first the first time that the board
has a chance to kind of get its hands
dirty on budget development and then
following that will return back here for
the remainder of the regular board
meeting okay superintendent Carrera
would you like to provide your report
well good evening directors and viewing
and present audience it's been an
exciting last couple of weeks from a
weather standpoint we did call a snow
day last Tuesday based on some icy road
conditions and forecasts I want to thank
a lot of people who go into assessing
our weather situation and a lot of
careful sort of thinking about that in
particular our Transportation Department
our inclement weather team deputy
superintendent Hertz I know this past
weekend we were monitoring the weather
carefully and we always make the call
during our team conference call at 5:00
in the morning so we do have our process
on that decision-making posted on our
website but just to name a few steps
that we take when we start to learn that
inclement weather is in store our
drivers begin scouting out bus routes
and head out about 3:00 in the morning
to monitor conditions on our bus routes
and report back to our transportation
director which becomes part of our
information our inclement weather team
which includes representatives from
transportation and business and
operations and facilities and
communications and our chief of schools
or security services get on this early
morning conference call and we share out
our best intelligence at the at that
time period we work in collaboration
with neighboring school districts as
00h 05m 00s
well as some of the colleges and
universities and meteorologists as we
make a decision so once made we do have
sort of an apparatus and communication
strategy we do have email texts and robo
calls as well as post that information
on our home page web banner Twitter
Facebook translated into five languages
so just it's a good time to sort of
review what our typical process is we do
work with the media carefully to make
sure that families have the earliest
possible notification makeup days they
don't appear to be required at this
point so we will need to determine if we
have to schedule any of
those makeup days at the end of the
school year if the pattern continues I
think we'll be okay yes I'm learning
part of the Portland culture here is
just not to speak of the weather so in
the hopes to not jinx it so thank you
for that reminder so we want to talk
about our students achievements it's
important to recognize many of their
outcomes and wanted to focus this
evening on that as a topic
this is Beaumont middle school Beaumont
middle school jazz band which finished
first place in the 56 57th annual Clark
Jazz Festival in Vancouver Washington
[Applause]
so Beaumont has long had a strong music
program and their winning streak and
recognitions continue so kudos to the
Beaumont jazz band not to be outdone the
Lincoln High School and Grant High
School Constitution teams once again are
headed to national finals in Washington
DC kudos to them this is perhaps one of
the longest-running rivalries here in
PBS this year Lincoln won the state We
the People competition xx such title for
them and grant which has won it in the
past two years finished second so both
teams are headed to our nation's capital
at the end of April April 26th to 28th
to compete for the national championship
which grant incidentally won last year
so PBS is keeping a strong tradition
there and we will wish them both much
luck representing and hope that one of
them brings home the prize once again
thank you
Benson Benson High School there's a lot
of talk a lot of meeting a lot of
engagement going on about this exciting
opportunity we have to rebuild it so we
continue to move forward with our
planning process to modernize the Benson
campus they were there will be a
complete presentation at next week's
board meeting one of the
events but here's just a couple quick
progress notes reminder this is a very
complex project it has a lot of moving
parts some are still evolving but we
have done a very large number of
engagement sessions including many of
the groups that have been involved for
some time this includes the Benson
design advisory group reviewing
architectural concepts every program in
multiple pathways to graduation and
other campus programs
Benson dag has received messaging and
updated plans to consider in the
upcoming modernization proposals MGP
will be meeting with the Benson dag and
the steering committee and Design Group
continues to meet regularly to get
updates from the architect so in all of
these listening sessions and I've had a
chance to be at every single one of them
with members of the multiple pathway
programs there's been just a few themes
I want to list out here and a full
report will be shared with the public in
the coming week but one of the things
that has clearly emerged is that
location is critical Benson's strength
rule location is a major benefit to all
students who come from all over the city
to attend classes programming and
support services and transportation
options are one of the reasons the the
fact that it is a non hub with bus lines
and Mac's are essential to our students
who participate in these programs one
other theme is that childcare is
important on or near the campus and that
Benson is an and as a whole campus can
continue to do more in its efforts to
make sure it's an inclusive environments
for all program students at a most
recent meeting of the Benson
modernization steering committee we
heard a presentation from the design
firm this doesn't necessarily represent
a final design recommendation it's just
up there to be illustrative but they are
tasked with arriving at different
options to meet as called for in the
00h 10m 00s
board resolution
alternatives and possibilities for how
to move forward so we're continuing to
study a variety of those options and
those will be presented to the board in
the coming week so stay tuned for that
an important conversation visioning we
had our second two-day meeting of the
guiding coalition at Franklin High
School recently thank you
all those folks who were present we're
starting to narrow in on a future
graduate portrait an adult portrait as
well calling out both those skills
dispositions that we want to see for our
future graduates as well as the kinds of
competencies and characteristics we
believe are important to the adults that
work with our students some themes that
are definitely emerging as attributes
for our students are areas like critical
thinking and empathy and the importance
of effective communication an ability to
be innovative and creative and also lots
of important discussions about the kinds
of system shifts and the kind of
educational programming that will be
required to support those kinds of
attributes and our students we've heard
conversation around our campuses serving
as community hubs not just as schools
but as places where wraparound supports
and services can be made available we've
also been informed along the way with
participation in some learning journeys
so we've had a number of folks who have
had the opportunity to visit some
innovative programming to see how other
school systems and other school settings
are thinking about these questions and
so we're looking forward to another
opportunity to do that with members of
the community so these meetings as well
as dozens of other smaller engagement
sessions are helping to provide the
school district with some really
invaluable input we're really
appreciative of for the community's
input and this visioning process as many
of you here can probably attest these
have been you know really energizing
highly productive sessions and are
anxious of course to see how this all
begins to continue taking
shape and some of our most engaged
participants have been our students
sharing their hopes their dreams and for
themselves but also for all those future
students who will be coming through
Portland Public Schools at this last
guiding coalition session we featured a
student panel it was sort of the
highlight
by all accounts for our gathering on
that Saturday at Franklin High so we
have more community meetings scheduled
in February in March including four
large community meetings we hope that
folks will take a look at our calendar
posted on our website and make their way
to participating in some of those
sessions quick commercial about some of
my own time out and about as you might
be aware I'm an elected member of the
executive committee of the Council of
great city schools elected by peer
school board members and superintendents
from around the country we had a recent
meeting our agenda focus just so folks
don't think I'm not not working we had
report outs on current research efforts
we had our Task Force on student
achievement and professional development
efforts around the country shared out we
had school systems sharing their mail of
color my brother's keeper efforts there
was a bilingual education ell task force
where folks shared out and then the
leadership governance management and
finance task force also had an
opportunity to share out it's the task
force that I get to sit on so it made
for a very full two days
I thought our agenda packets were thick
the council's board agenda packet was
647 pages thick so we needed two full
days to get through it if you haven't
already heard and you should have
because I think we've been flooding the
airwaves but the successful schools
survey is underway on started on
February 4th for families and students
there's been a lot of promotion through
our pulse emails principal reminders
texts and translated posters up at every
school with the QR code that should make
it easy for many - to get there this
DAF survey will launch a week from today
on February 19th as well so this is part
of our efforts to begin to learn some
initial information about how our
broader community is perceiving culture
and climate across the district which
will help to establish some base metrics
in those areas and some important data
so our board passed that a resolution of
February is Black History Month all
around school all around the district
schools are hosting special events to
honor the month I'm gonna read off just
00h 15m 00s
a few examples of some creative ways
that our students and school communities
are celebrating not a comprehensive list
things like at Roosevelt High School
they held their fourth annual hoodies up
event to memorialize trayvon martin and
other black boys and men this photo is
from that event at dart dr. Martin
Luther King jr. school there was a
global celebration that includes Black
History Month but also Lunar New Year
and the school's Latin X students
Alliance at meek held a Black History
Month assembly and a soul food lunch at
Franklin High School among their many
events was a love affair with black hair
and an event aimed at empowering student
voice called listen up stand up speak up
at Lincoln High School the critical race
studies class has covered the school's
hallways with posters of Trayvon Martin
in an event titled say his name and
arleta
is starting and launching its first ever
black student union well why is it so
important that we take the time to
recognize Black History Month
well it's perhaps best that we hear from
one of our students directly so in an
effort to incorporate student voice here
at the board meeting I would like to
invite up one of our dear students Miss
Sarah
Steele from Jefferson High School who
happens to be student body president and
is very active in the Black Student
Union and as you may be familiar has a
passion for social justice and has the
goal of attending a historically black
college or universities so I'd like to
take personal privilege to have invite
her up and better have a student
describe for us what it means to have a
Black History Month and how to keep it
alive okay my name is Sarah Steele and
this is what Black History Month means
to me
Black History Month is a time of
celebration a time where black
excellence in every form can be
recognized and appreciation should be on
the forefront of everyone's mind in the
workplace in school and in your own
lives but it also leaves a place for
manipulation it's a time where people
can feel they have done enough by
appreciating us 28 days out of the year
it creates a sense of comfort in the
complicity and not caring that comes the
other 11 months that in itself is why I
am able to come up here and share my
voice on the same microphone that cut me
off just a few weeks ago this time to
speak is equally appreciated but my
blackness has not changed the month of
the year has thank you thank you Sarah
in her own words that concludes my
report so we're gonna continue with
student and public comments miss Houston
do we have anyone signed up for student
comment
good evening my name is Marcos Romero
Turner and I'm 18 years old and as of
two weeks ago I'm a proud major graduate
of mouse Cal Learning Center and I want
to thank the superintendent and the
board for supporting successful
contracted schools like Mouse kiyah and
I also want to thank deputy
superintendent Yvonne Curtis and chief
of schools
Craig Cuellar for visiting mouth Scott
this past fall to meet and listen to
students like me and I'd like to share a
little bit of my about my story so I've
always struggled with anxiety and anger
issues due to the fact of never knowing
my real father and having my mother and
banded me at the age of three but I was
fortunate enough that my grandparents
stepped up and raised me the right way
and they really invested everything they
had for me to push through school and my
grandparents were really concerned about
me going to a larger traditional school
and they knew I wouldn't last very long
with the big classrooms or the and all
the distractions but we were desperate
looking for the right fit for me and
luckily my grandparents discovered
mascot Learning Center and it ended up
being the perfect fit for me just
entering the building I mouse got I felt
like coming home and I felt very safe so
it was very very important to me a small
class sizes the one-on-one help and the
teachers attention and the care for each
student definitely made a difference for
me Mouse Sky Learning Center has
encouraged and supported me in my
interest in entrepreneurism and allowed
me to grow in and out of school and over
the past two years I've been very
fortunate enough to be connected with
several people in the business community
00h 20m 00s
I've been mentored regularly by the
co-founder of digital Transcorp / a ssin
the owner of Portland gear and other
local entrepreneurs and maow Scott
definitely gave me the confidence to
pursue these relationships and last
summer I was invited to participate in
the Portland years brand camp at won
best presentation and shortly after that
I was able to attend young entrepreneurs
Business Week at University of Portland
and Oregon State University I feel these
opportunities would not have been
possible without mouse Cal Learning
Center just a few years ago entering
high school I said I wanted to go to
college and now it is actually happening
and in fact I'll be the first of my
family to go to college I already have a
full four-year scholarship to attend one
local university and I am a finalist for
another four-year scholarship to attend
another local university and overall
I've gone through a lot in my past and
Mao Scott has helped me overcome many of
my challenges and no matter what any
student situation is or struggles are
they deserve the opportunity to be
successful and Mao Scott has definitely
given them or given me that opportunity
I know there are so many other kids out
there like that struggle or will
struggle in a larger traditional school
and that's why Mao Scott and other
schools like it are so important as
where we find hope that's where he feels
safe yes or we experience success thank
you my name is Desiree nayoung I am 17
years old and a senior at southeast
campus of rosemary Anderson High School
in Linz I want to thank the
superintendent for making alternative
education available I left my formal
school for several reasons I felt like I
was falling behind with my credits and I
wanted and needed some one-on-one time
with my teachers but the classes are so
big that it wasn't really an option and
my schools was in diverse you know when
there looked like me my mom graduated
from rosemary Anderson high school a
year early and I like the ideas so I
started there at the beginning of the
school year I'm so glad I did I'm doing
so much better there I'm amazed that all
the support I have and how much it makes
a difference my classes are smaller so
my teachers really worked with me to get
ahead it's not just the teachers either
all the staff members have my back I
know they love me because I see and I
feel it many of my classmates look like
me they understand me and they also want
to see me succeed there are other
opportunities besides classes there are
programs to help me discover what I want
to do and grow so that it's less
intimidating for me to plan my
transition in June after graduation
I'd like to attend a historical black
college or university to study sociology
I want to be a social worker and help
troubled youth
and a couple weeks I'm traveling to the
South to visit HBCU colleges with
rosemary Anderson staff and students
there are so many reasons why rosemary
Anderson high school is a better school
for me the smaller size for
relationships with the teachers and
other adults researchers that help me
with internships and jobs and a sense of
Family and belonging it's not just about
getting a diploma I'm learning how to
take better care of myself in many ways
I want more for my life to do things I
didn't even know I could do I remember
starting our rosemary Anderson and I
didn't think I would fit in because the
school is so small I also used to big
places with lots of people around me I
started getting more involved with I
started getting more involved and built
some great relationships with other
students and staff I know I came to the
right place when I got my first progress
report I had all aged for the first time
in my life I know there are a lot of
students like me who can do those things
too I want them to find out about this
alternative high school so they can get
on track and make their lives better
it's important and I'm important thank
you I just want to review quickly the
guidelines for public comment board
thanks the community for taking the time
to attend the meeting and provide your
comments to the board we value a public
input as it informs our work and we look
forward to hearing your thoughts
reflections and concerns board members
in the superintendent will not respond
to comments or questions during public
comment if you want to follow up from
the board office please contact Miss
Houston or Rose Ann Powell the board
manager guidelines for public input
emphasize respecting consideration of
others complaints about individual
employees should be directed to the
superintendent's office as a personnel
matter if you have additional materials
or items you'd like to provide to the
board or superintendent we ask that you
give them to miss Houston to distribute
request to make public comments should
be made ahead of time by contacting the
board office or checking with Miss
Houston prior to the start of the board
meeting to see if there are spots
available once the board meeting is
started we can
00h 25m 00s
no longer accept new requests for public
comment presenters will have a total of
three minutes to share your comments
please begin by stating your name and
spelling your last name for the record
during the first two minutes of your
testimony a green light will appear when
you have one minute remaining a yellow
light will go on and when your time is
up the red light will go on and a buzzer
will sound we respectfully ask that you
conclude your comments at that time we
appreciate your input and thank you for
your cooperation and please begin thank
you the school board directors and
superintendent Guerrero my name is Tom
de Chardin and for the past 15 years
I've had the honor of serving as
executive director at Mount scott
Learning Center now Scott is one of the
contracted option schools serving PPS
students prior to my time at Mount Scott
I worked in the communications and
community relations office for Salem
Kaiser public schools for ten years and
later was the executive director of that
district's option high school during my
28 years working in public education and
another 12 in the private sector I have
become well aware of the need for
quality education options for students
that for a variety of reasons are not
successful in larger traditional school
environments PPS has long recognized
this need and become a national model
for re-engaging struggling students
through successful partnerships with
contracted community-based organizations
known as CBO's the CBO's are a unique
collective of innovative schools that
effectively serve the district's most
vulnerable students historically
undeserved populations that have the
highest dropout rates a large percentage
of the students CBO's serve have been
out of school for at one point for
several months before enrolling in a CBO
school
the CBO schools are reconnecting these
students to the school district and
their education and setting them up for
future success the schools provide
flexible support of programming focused
on meeting students where they are so
that these students in can get back on
track for graduation these services
include small schools and class sizes
that allow for more teacher attention
relationship based environments that
emphasize stability and predictability
trauma impacted students culturally
specific services and programming mental
health counseling and support including
drug and alcohol services social and
emotional supports that keep students
engaged and enrolled restorative and non
exclusionary discipline practices and
workforce training and post-secondary
planning we do all this and much more in
close collaboration alignment and
partnership with the school district
you've already heard tonight from two of
the many PPS students served in the CBO
schools and I want to thank those of you
including dr. Curtis and dr. Cuellar
that have taken time to visit our
schools to listen to our students which
are also your students overwhelmingly
these students agree that the small
personalized CBO schools are the option
they need to succeed and that their
success will not happen
within a large comprehensive high school
in closing thank you for recognizing
that different students have different
needs and that not every path to
graduation looks the same thank you for
working to ensure that every student
counts thank you thank you my name is
Joe McFerrin ii good evening chairman
board members student representative paz
ler and superintendent guerrero
i serve as the president and CEO of
portland oh i see in the rosemary
Anderson High School I also serve on the
Oregon advanced and state Commission
responsible for crediting schools and
districts in our state
the House bill 2016 african-american
black student success Advisory Board the
metro area Workforce Development Board
and the mayor's Council of Economic
Advisers these service commitments are
aimed at a
proving outcomes long-term for
struggling students in our community P
oh I see and PPS have partner for more
than 30 years to serve primarily
low-income students living in
underserved zip codes through our
long-standing partnerships we have
changed lives positively impacted our
community and provided hope for so many
families overwhelmed with despair the
00h 30m 00s
purpose of my brief testimony is to
share the benefits to PPS for
contracting with CBO's call out
resources leveraged by CBO's to educate
students and to offer up three
opportunities to improve our work
together in the years to come first
CBO's benefit to our community is the
obvious is by increasing the number of
graduates each year increasing the
number of young people ready for college
and career and reducing the number of
opportunity youth in our region
opportunity youth are defined as young
people 16 to 24 not in school or not
working a better a better educated
community will benefit us all secondly
by necessity CBO's have leveraged
additional resources to meet student
needs from the public sector Portland
Children's levy Metro and various
departments throughout Multnomah County
in the city of Portland corporate
partners include but are not limited to
Andersen construction Boeing PCC
structurals a y Amazon and Nike
philanthropic partners supporting CBO's
historically include the Oregon
Community Foundation Meyer memorial
trust the Collins foundation the Johnson
charitable trust in the
Foundation nonprofit allies include
Northwest college of construction
Friends of trees Boys and Girls Club
Friends of the children in the
rebuilding Center CBO's have partnered
with these organizations and many more
to secure funding volunteers board
members technical assistance and in-kind
donations there are three opportunities
I believe that we can work together to
improve our work one would be doing a
better job with students on IEP s
together to increasing mental health
services to many of our students with
mental health issues and concerns and
three working together to keep our
schools all safe from violence on behalf
of the CBO's and the rosemary Anderson
High School I'd like to thank the board
and the superintendent for your
continued support of cbos
and the guidance and leadership from the
office of the multiple pathways to
graduation staff thank you
[Applause]
hello my name is Bella Penberthy I am a
recent graduate of Cleveland High School
and I will be starting at Mills College
in the fall I'm currently an intern for
Peace in schools the partner
organization that leads the for-credit
mindfulness classes and ten Portland
public high schools I'm here today to
urge the board and district as a whole
to recognize the importance of this
program and to continue funding it into
next year before I begin I'd like to
invite the board and members of the
audience to take maybe the deepest
breath you've taken the day thank you
well I was at Cleveland I took the peace
in schools class for three semesters I
took it that many times because it
changed my life
it gave me tools to deal with anxiety
and chronic illness it helped me create
better relationships with myself and
others and because of the sense of
community in the class was so strong
these tools will stay with me the rest
of my life and I know many many other
students who feel the same in the class
students have a rare chance for self
reflection in a place that we won't feel
judged
along with meditation and yoga we learn
strategies to lower stress cultivate
self love and acceptance recognize the
conditioned mind processes and find a
place of blind in short everything you
want students to be able to do in the
confusing and often difficult time that
is high school as an intern I've had the
opportunity to meet with seven
principals who have the program in their
schools every principal I've talked to
has said the same thing they love the
program they want it to continue in
their schools because they see how much
students benefit but they are worried
about funding a partnership that
benefits students well-being and mental
health should be made freely available
and not perpetually threatened imagine
how many more students in need would
00h 35m 00s
have access to these tools if principals
were able to promote the class instead
of worrying if they could afford it this
class is saving lives and the well-being
of students should be prioritized over
all else especially with the district's
goal of encouraging social-emotional
learning the piece and schools classes
are also very trauma sensitive meaning
the curriculum is aware and inclusive of
all student experiences of trauma or
adverse childhood
variances this is vital and facilitating
support and healing for students in our
current world with all the challenges we
face it is more important than ever to
be teaching teens empathy gratitude
resilience and awareness of their
actions small acts of mindfulness over
time can build better lives we as teens
are creating a future reality shouldn't
we have access to the tools that will
help us do it in a strong and loving way
I finally want to urge the board to get
excited about the partnership with peace
in schools and have pride in the fact
that the first four-credit mindfulness
classes in the nation are taking place
in our Portland public high schools five
years ago there is only one class in one
high school now there are 10 and the
program has served over a thousand
students with your help thousands more
could benefit please for our students
and future prioritize promote and be
proud to expand funding for this
partnership in the future thank you hi
I'm Stephanie Monson brink mes en be RI
NK superintendent guerrero members of
the board you've already heard from me
in an email but I wanted to put this out
to the public I am the parent of a fifth
grader at Scott school I'm also a member
on the Scott PTA board I'm writing to
you to present an issue with regards to
building use for PTA events that seems
to unfairly affect title one school PTAs
like ours in order to hold fundraising
events at school we are required to
complete a KUB and pay the associated
fees according to the PPS civic use of
buildings fee schedule PTA PTO and
booster clubs are required to pay 100%
of the staffing and custodial cost is
required the fees typically cost our PTA
three hundred fifty dollars to use the
school on a weekend day this cost
becomes a substantial hardship to PTAs
that title one schools like ours who do
not have a foundation and operate on a
limited annual budget at a community
event like our annual pancake breakfast
we only make about seven hundred dollars
once you subtract the cost of the food
and supplies and the cub fees we
actually don't make a profit title one
PTAs typically don't have the option of
rent
other spaces so using school buildings
is our only option
PTAs can get around the fee if the
school principal is willing to be at the
event however not all principals are
able or willing to do so additionally
the school custodian is someone who with
specialized knowledge of the school's
utilities and having a custodian the
building is the right thing to do for
the safety of our community PPS should
not be forcing us to find ways to get
around health and safety so that we can
have a successful weekend event it's
also been brought to my attention that
some schools don't have to pay it just
depends on who you ask and if you ask
the right person or maybe we just don't
know who to bring the muffins to I don't
know the Scott PTA board has discussed
this issue and would like to propose a
solution allow title one schools to have
two days per school year that allow
building use with a custodian without
the fees this would allow PTAs with
limited resources to hold fundraising
community events at school and actually
raise funds in the process thank you for
considering this request
I am Ruth Flores I am here today as the
president of the PTA for Premium
Trillium public charter school and it
has recently been recommended that our
charter be revoked and our community is
in a tornado of activity to save our
school in trilliums charter agreement it
says that the district must give us
reasonable opportunity to cure any
deficiencies before taking action so
reasonable opportunity becomes the
operative question what's difficult to
see from the outside is how much change
and how much needed to change in a very
short time in our school our current
executive director got the position at
the beginning of 2017 as a surprise our
executive director left abruptly who had
been there for three years
so Patrice Mays got the position and
00h 40m 00s
also leaving with the last executive
director was all his administrative
staff and most of the board of directors
so Patrice Tripp Mays was put in a very
very new position that she had not
served in that position before in any
other school and had a great deal of
work that had to be done to get her feet
back underneath her she has done amazing
things and our school has come a very
long way what has happened in our school
[Music]
what a lot of our focus has been on
restorative justice which has worked
very well in our schools for dealing
with behavioral problems in the
classrooms it's it's a very unique to
our school and is working very well for
us it's a program that she worked very
hard to set up and it is it is very
healing in our classrooms racial equity
is a huge thing she has been working on
we have a racial equity committee
there's work being done in the
classrooms with the students and with
parents and we have monthly racial
equity meetings for the general
population it is a huge priority in our
school and is working very well as the
head of the PTA we this year in
September newly elected and our PTA is
now triple in size in one year so we
used to have one meeting maybe once a
month maybe every two months now we have
two meetings a month we are completely
behind our leadership we believe in her
we the entire administrative team is
doing great work and we all have great
faith in them and the school spirit is
is just stronger every day
and so we really would love our new
leadership to have the opportunity to
complete their work what they have
started doing and what they they are
succeeding and doing and we need to give
them a chance to see it through thank
you thank you lord thank you for the
opportunity to speak to you tonight my
name is Aletta Brenner and I'm a parent
of two students who attend Trillium
communities meet Trillium public charter
school I'm here tonight to speak to you
very briefly about Trillium and to ask
you to really listen to parents and
students as this process moves forward
to really understand what Trillium means
to us by all means Trillium is not
perfect but it provides an extremely
valuable resource for a lot of families
who for a variety of reasons may
struggle in a traditional school
environment we've heard tonight about
Mount Scott and some other CBO schools
in the very special role that they play
within our system providing a different
option for certain students and Trillium
similarly serves a lot of students
who for a variety of reasons may
struggle in that traditional environment
families are very concerned about the
loss of this resource and the impact on
their students many of the kids who are
at Trillium are vulnerable kids who have
a wide variety of special needs and I'm
not talking simply about learning style
needs although there's a significant way
in which Trillium provides a different
environment for those kids but also
especially in personally speaking about
LGBTQ children I could say personally
that the school has done an incredible
incredible job creating a nurturing safe
environment for those kids for kids who
are transgender especially and the loss
of Trillium would be devastating to
those children you know a lot of the
students come to Trillium having come
out of traumatic experiences and
Trillium has provided them with a place
where they can heal where they can learn
where they can be supported and you know
it hasn't always perfectly achieved it
seems and aims in the past but as I
mentioned by our PTA president there's
been incredible progress and change in
the last year and a half that has really
been astounding to see as a parent and
has made us all so grateful to have
Trillium as an option for our kids and
so from a holistic standpoint Trillium
is very successful for a lot of the
students who are there who have not
succeeded at other schools and it would
be an incredible blow to the community
to lose that resource thank you for your
time thank you okay
so I just had a request that for a
00h 45m 00s
moment it's been a little bit of a
tradition for us to introduce new
leadership members to team PPS and today
is the second day of mr. Don wolf our
new chief technology officer we like to
provide our new members of our
leadership team a moment to tell you a
little bit from where they came and what
they're looking forward to in this new
leadership post thank you my name is Don
wolf I'm most recently coming from the
Hillsborough school district where I
served for the last five and a half
years I'm very excited to be part of PPS
the change that's happening here the the
path forward that we're looking forward
to and making technology irrelevant and
very clear part of that path is is what
excites me and what brought me down here
to the school district so thank you for
for the warm welcome glad to be here and
looking forward to the work and working
with all of you welcome aboard
so 48 hours in we're halfway fixed right
okay so at this point we're going to
suspend the board meeting and we're
going to move upstairs to Mazama and
reconvene as a work session everybody's
invited to join us with the
understanding that this is going to be a
lot of it's going to be small group work
so just telling you it might be a little
frustrating to sit in the peanut gallery
so we will we anticipate it's going to
be somewhere between 90 minutes and two
hours total as a work session and then
following that we're going to reconvene
back down here to complete the rest of
the board meeting okay and I'm going to
ask
my board colleagues and staff to move
expeditiously to Mazama Thanks
okay we are now reconvened as a regular
board meeting after the work session and
the next two items on the agenda are the
board work plan and the superintendent's
goals and we will be voting on them
separately but I wanted to give a little
preamble by way of introduction to the
two documents and we we as a board and
the executive leadership of the district
had a retreat over the weekend where we
worked with leaders from the Council of
great city schools to examine how we are
doing our work currently and and discuss
how we might improve our processes and
in particular our governance practices
and the understanding developing a
common understanding of the role of the
board in governing Portland Public
Schools a district of 50,000 students we
heard we were quite a lot I think was a
very productive session and we heard a
lot about the research national research
findings related to the governance
practices that are associated with the
greatest improvement in student outcomes
and and I also want to do a little
footnote here when we talk about student
outcomes we're talking about academic
achievement academic progress
but we're also talking about student
outcomes in terms of the whole child so
it includes not only academics but also
social-emotional learning the ability of
students to develop their to identify
and develop their interests and their
00h 50m 00s
passions and their skills and develop as
fully functional fully fully engaged
community members so what we learned was
that the the greatest progress is made
in districts where the school boards
focus on student outcomes
very explicitly and and we have a
consensus in principle I think from all
of the board members that we are at a
point right now in the in the evolution
of Portland Public Schools that we it
would it would be appropriate for the
school board to refocus its attention
much more explicitly on student outcomes
and I think this is this is the moment
to do this because we have had now a new
superintendent who is no longer new his
new ish and getting older by the day and
we have a superintendent who came to us
in October 2017 and he has assembled a
team it which is now almost a complete
team of district leaders who have track
records of turning districts around and
we collectively I think have been
focused on
rebuilding a foundation for school
district Portland Public Schools as I
think most people who've been paying
attention
no has has been lacking district wide
systems and structures and protocols and
practices that we know are associated
with high functioning school districts
that serve students well as the
evaluation from last talk to the
superintendent evaluation from last
October pointed out we have been in we
have been collectively engaged in
building a foundation and one the the
work plan that is on the agenda tonight
which is available for your edification
on the website lays out in pretty
explicit detail but the kind of work the
scope of work the depth and breadth of
work that is that has been going on for
the last 16 months and will continue to
go on it is the the website has part of
the materials for this board meeting
there's a very high level kind of
headings of the work plan anybody who's
interested in the gory details can click
down and see and a pretty impressive
document that lays out an enormous
amount of work that is underway in this
district and the work that is being done
is very explicitly intended to create
the foundation to build the structures
and the systems that will allow PPS to
be a truly functional School District
and ultimately high-performing and the
the board has been very actively engaged
in encouraging this kind of work and
we've been focused on sort of by by the
nature of the people who are on this
board and our experience our long-term
experience with in dealing with PPS for
many years but also based on the the
obvious needs to rebuild PPS as a school
district and most of our attention has
been focused on what I would call sort
00h 55m 00s
of process measures identifying the the
strands of work that that need to needed
to happen to create these foundational
structures a lot of that work is a lot
of that work is completed in many cases
other work is well underway the the work
plan and the goals the second document
that we're going to be voting on tonight
lay out some of the highest priority
efforts that are underway and we're
going to be paying very close attention
for the balance of this school year on
progress toward completing all of the
tasks that have been identified for for
the rest of the school year we're going
to be getting periodic updates on
progress toward fulfilling the the goals
and at the end of the year we're going
to we're going to have an assessment of
kind of where we are in terms of the
work that
has been committed to and the goals that
have been identified for this year are
very much interim goals these are the
foundational work but we're now at a
point where we have developed or will be
developing these these foundational
systems and over the weekend we as a
board agreed that we now need to pivot
our attention to focus much more
explicitly on student outcomes writ
large
so what you'll be seeing over the next
particularly six months I think is is a
shift a gradual shift in the the kinds
of issues that will be coming forward
during board meetings and work sessions
will be we'll be talking about things
somewhat differently we're going to be
working very very closely with these
leaders from the Council of great city
schools to to help us identify the long
term a a set of outcome measures that we
can focus on really establish some
specific goals for the superintendent
for next year we're going to be we're
going to be sort of recalibrating what
we're focusing our attention on and very
explicitly tending to questions about
what outcomes do we want for our
students and how are we going to know if
we achieve them we'll be working with
the Council of great city schools at the
same time we're in the middle of a
visioning process and we're getting lots
and lots of information from from
parents and students and community
members and teachers
school leaders about what people want
PPS to be and do for our students and
that is going to be critically important
information that will allow us to
refocus our attention identify what our
goals are as a system we will have by
the end of this school year we will have
identified a vision for this district
which we've never well I won't say never
in my experience of PPS we've never had
that and this is going to be how we're
going to kind of pivot and refocus on
what really matters making sure that we
are serving all of our students as well
as we possibly can to ensure that every
student gets the kinds of educational
experiences and supports and
opportunities that all of our students
deserve so that's by way of introduction
I'd invite anybody else who might want
to well okay so we can procedural
question well I was just gonna say if
anybody else wants to wants to comment
on what happened over the weekend this
might be a good time and then and then
we'll move each of the two resolutions I
01h 00m 00s
just want to bring I think that was very
well that was a good wrap-up it was well
said and I just want to bring it full
circle back to the visioning process and
back to what you referred to in this
work plan and these superintendent goals
as being processed goals which is not
ideal in terms of measurement tools but
the visioning process is the ideas that
it will result in a strategic plan which
will result in very clear strategic
priorities which will be our metrics for
the district as a whole and for the
superintendent's performance in his
leadership role and so in the ABS
of that that's why we are where we are
with these process goals and I think
there was there was no other alternative
at this moment in time and I want to
commend the senior staff for working so
closely with the board in creating a
unified work plan in terms of digesting
the priorities that the board was
clearly expressing were important to us
collectively while we also respected
what they were bringing forward from
their individual work strands as the
highest priority items and then together
we did do some some triage and that's
where we ended up with this work plan
and again just from my perspective the
goals that we have before us as far as
the superintendent goals are really just
another expression of the work plan
roadmap and not so much performance
metrics but we are all united that this
is ultimately what we want to see want
and need to see for our kids in the next
year and that's what we're asking for
you and you of you and your leadership
so want to comment that that work plan
that you can click down and see is
actually a pretty amazing document and
I've been isn't a teacher and educator
in many districts I haven't seen
anything that is like that and detailed
and really as you call it a road map of
how things are going to change and then
how we can really start focusing on
student outcomes so it was very exciting
as I think as we shared our work plan
and went through the retreat to
understand that in the time that you've
been here so much foundational so many
of the foundations have been built and
shortly I think really we'll be able to
see so much of the progress so the goals
aren't what we want them to be now as
everybody has reiterated but they are
the process goals to provide the
foundation so that we can really then
hone in on student
achievement in the next cycle these
items together individually individual
so the board will now consider
resolution number five eight one nine a
resolution to accept the board's 2018-19
work plan do I have a motion in a second
director Esparza Brown moves director
Anthony seconds the adoption of
resolution number five eight one nine
mr. Hewson is there any public comment
okay is there any board discussion
comments for when we get to the
superintendent School Pacific because
they're linked comments any other
comments any other discussion okay the
board will now vote on resolution number
five eight one nine all in favor please
indicate by saying yes yes yes
all opposed please indicate by saying no
any abstentions representative pagelet
yes resolution number five eight one
nine is approved by a vote of seven zero
with student representative pacer voting
yes okay next superintendent goals the
board will now consider resolution
number five eight two zero
superintendent goals do I have a motion
second I'll second director Anthony
moves and direct director more seconds
the motion to adopt resolution five
eight to zero is there any public
comment okay is there any board
discussion so as support of the work
plan I'm gonna support the
superintendent goals and I fully support
the pivot but if we're gonna pivot we
got a pivot and I think it's going to be
really important on the work plan that
01h 05m 00s
we even though we're adopting it tonight
that we marry it with
we are right now so we have some metrics
of where our students currently are
because if if we don't rip off the
band-aid and just share where we are as
a starting point we're never going to
make the pivot to be talking about
student outcomes from my standpoint I
don't think we should be waiting for you
know the superintendent's next year's
goals I think we should infuse it into
the budget process I mean when I look at
the data that we had upstairs just I
mean a couple data points that I looked
at they just jumped out like the
mathematics three-year average middle
school african-american students 11% at
benchmark white 59.6% and then I looked
at the this document that we had about
the elementary schools and it's
mathematics change from last year just
on the first page of the 23 schools 15
of the schools decreased not no change
decreased and eight increase or had no
change so I think it's this data is
gonna is when it's laid out against the
work plan or the superintendent schools
even if it's a benchmark or where we are
it is I think gonna be hard for the
community except in some cases that
that's where we are but if you are a
parent of a child who is not achieving
you know that already and so I don't
think we should shy away from where we
are so I would really hope in the budget
process and next year that we stop
talking about process or foundations
that yes it has to happen but we need to
make the pivot and do foundational work
and identify where we're gonna you know
if we're gonna applies there's gonna be
strategies applies like what what are we
trying to achieve with those strategies
so the 20 million dollars what are we
gonna what are we trying to move on
these these numbers and they are what
they are and this I mean the board and
the superintendent and all the new staff
like
we got them so you know we now own them
and I really hope that we make a strong
pivot not wait till the visions done the
strategic plan that we sort of get after
it because there's some basic stuff so
we can do we can't wait for a whole
another budget cycle to identify some
things that we want to move has
discussed waiting for another budget
cycle so I'm not quite sure I mean we
all are aware and really concerned about
the disparities particularly me I mean
I'm looking at the groups that kids of
color and kids like me that haven't had
equitable education are you wait but we
haven't even had an IT person to give us
the data until recently so I think that
we are on the right track and the
foundations that we are putting into
place in the discussions that we're
having and the kinds of exercises that
we just did about the budget is what is
really helping us to now be able to to
look at the budget differently and to
prioritize so I mean I think that I
agree are we we have to change those
outcomes but I think that we are and I
don't hear anybody saying that that
isn't our focus and I think it's
important I guess I'd just centered
respond I don't because I'm gonna want
to see on the document so the work plan
we talked at one point about having
another column that just wasn't even
like we're trying to move it but just
here's where we are so that we can start
measuring that growth and I just think
we need to sort of lay down the marker
sooner rather than later because they
think that we wait till the strategic
plan is finished we're gonna be you know
we're gonna be then off into the next
budget cycle I think it is important to
be explicit about the fact that that our
that is the underpinning of the work
plan itself and all the reorganization
that we've seen on the academic side of
the house in the three areas is all
coming from the assessment of that data
and the need to change our structures in
service to moving kids forward I mean
you look at the whole way that we have
reorganise one of the main elements on
the work plan in terms of reorganizing
principal supervisory structures and the
the amount of instructional leadership
and coaching that is going into our
lowest performing schools now I mean
that that's the work that we're talking
about that's called out on the work plan
and that is all work that is grounded in
the analysis of the data so I'm glad you
pointed that out Julie that it's not
we're gonna wait and see or it's not an
01h 10m 00s
either-or situation this is the work
that is underway and this is the work
that we we need to continue and we need
to be explicit about how we're measuring
it yeah and again I just want the
community to be clear this is not where
we're stopping and we're waiting to
change the trajectory for kids that's
absolutely not the case yes
I just a comment I'm not saying we're
stopping I'm just saying we should
identify where we're trying to go
specifically and just getting a starting
line baseline here's where yard where
we're gonna try and move and knowing
that it's multi-year investments are are
going to be what it takes
behind those strategies but I also think
we have to take the great work that's
started and connect it to actually
student data and where we're trying to
go and I think we just came out of a two
hour session where we talked about
[Music]
reinvigorating a commitment to racial
equity and social justice and and then
participated in a very brief exercise a
taste of the way the budget discussion
is going to proceed and an indication of
how the staff are building the budget
through internal processes of
identifying clear goals and and then
identifying instructional strategies or
strategies to respond to the identified
need and talking in terms of investments
and and return academic return on
investment that's a level of you know
evaluative rigor that I certainly have
never heard anybody talk about during a
budget process in PBS so I think quite
the contrary I don't think anybody is
suggesting the work we're gonna slow
down never mind stop and we are going to
be using this budget process this year
to to identify the places where
investments will be most productive to
improve student outcomes and and set up
metrics to evaluate them over time and
this is a budget process I've been I've
been pretty deep in budget weeds in this
district for the last like eight years I
certainly have never heard anything like
this before in budget discussions so I'm
looking forward to this budget building
process as as an opportunity to be
transparent about what the needs are and
how we're gonna meet them even even in
the face of a cut budget I think an
important component of that too is the
like to flex our ability to
course-correct to which we talked about
upstairs and so you know you have to you
have to balance giving things time to
have an impact but also to have metrics
that show you when your investment is
not getting the results that you're
looking for and when it should be
deployed in a different way and to have
the courage to make those decisions
and have the ability to know when those
decisions are necessary right and we've
never had that right okay any other
discussion yes so I just say yes I am a
little puzzled by a director of a matter
it's comments but I'd like to focus on
the actual resolution and I'm gonna be
voting no because I think we heard over
the weekend that these are the wrong set
of goals
we're already most the way through the
year anyway we're pretty close to having
a vision so it's it's and that's what
I'm taking away from this weekend and
where we need to go you know some if you
want to wait until it later pivot is
there you know if that's the word we're
using we'll wait later I've it's it's
I'm no problem with that but I'm that's
where I'm going now so I I'd rather that
we had an informal tracking of the work
01h 15m 00s
plan in the interim and you know when we
get back on cycle for an annual
evaluation that we come up with
achievement our student outcome centered
goals there so it's not any big
difference but that's just where I am I
respect that and I'm from my point of
view I'm really viewing these two
documents as the same thing and that
this is not a tool really for the
superintendent's performance other than
that he is ultimately responsible for
the success and execution of this
broader plan
to measure in terms of setting that
foundation that will then allow us to
really move on to outcomes so I think in
fairness to the superintendent we need
to be clear that like this is the tool I
mean I don't think we can say we're
gonna vote for it but it's not really
the tool I don't think that's fair to
the superintendent so if we're gonna
approve it then I mean the expectation
is right so I think that and you know I
was almost gonna be in the sit in the
same position of being a no because I
would rather have well I think it's it's
very late in the process but rather have
non process just non process goals but I
think if we approve it the expectation
of the superintendent is that that's
what he's gonna be evaluated against not
some other metric okay are we ready to
vote did you want to say something
probably the main responsibility of the
Board of Education has is to offer
clarity around the expectations it has
for its one employee so we're clear as
an administration that we have a lot of
ambitious work to accomplish that is
gonna posture us to alter the outcomes
for students in PPS particularly those
that have not been historically served
well there exists a plethora of baseline
data already we are a called RIA culture
aiding the system at the school level at
the department level the central office
level and as we learned this weekend at
the board level to be data literate and
so our coaching and guidance has been to
prepare encourage and many of our
schools are already far down the line in
reflecting on student outcome data and
measure
as a matter of practice and so you saw a
small sampling today we regularly put it
on the table all the time in thinking
about the work that we need to do it's
hard to measure sort of the add value of
our efforts because even if you
identified metrics tonight for what you
hope to see in the way of a difference
for Jim would be sort of an interesting
task so and we know what the trends have
been over the last there's a lot of
three year data samples we could go
further than that what we'd like to be
able to do is kind of present a very
360-degree sort of approach to how we
will engage in cycles of continuous
improvement that are evidence-based and
so we we are attempting to build up to
that point it's also helpful to identify
measures and evidence of success towards
an actual vision of what we want to see
for outcomes for students so we haven't
defined that yet that we've invited the
community to help us define what that co
constructive constructed collective
vision will be so that it's helpful for
us to actually articulate a set of
strategies wrapped around a theory of
action towards that vision and that will
take multiple plans over multiple years
making incremental progress towards that
vision he also just came out of a work
session we all did were you heard we are
significantly facing a budget gap to
begin to still maintain traction in the
right direction
and so we're having to make very
difficult sometimes painful decisions
about where are we going to make
reductions maintain our core functions
as a system that we've just started to
build maintain improvement in the areas
we've just started to fortify and what
can we do in areas that have been
severely lacking and what our areas were
obligated to invest in and so it's
already a tall order to bring forth
01h 20m 00s
about
budget proposal but we're getting a
pretty solid understanding of what are
the areas we're going to put you wanting
to invest in as we move forward that we
believe will have the highest return on
investment in many of the areas that
none of us are satisfied in seeing waves
of red through the data the same student
subgroups not historically achieving the
data is simply a symptom of the
conditions and the capacity in schools
we are gonna need to spend some time
really understanding that or we will
approach this backwards so until we have
a clear understanding of what should
exist in every school community and how
we ensure that that is there starting
with our neediest schools first can we
begin to hold accountable those at the
school level for results that we share
responsibility and ownership in and so I
just propose that you know we continue
in our own professional learning about
how data is gonna be a key benchmark and
marker for the health and performance of
the school system but I'm looking
forward to a lot of conversations around
what it looks like to have a concrete
evidence based theory of action in play
here in PBS because that is a trajectory
that will get us accelerated student
outcomes for the ones that we say that
we are concerned about and so how do we
maintain both a racial equity and social
justice lens while simultaneously
promoting excellence in the school
system and so we have an opportunity to
build on lots of examples living today
in our schools and either of those areas
we just need more of it and so I think
the work lists that list of tasks that
have been identified we're going to stay
focused on those this year we will
present to you our progress against them
at
close of the school year we actively
every day are tracking our energy and
how we're coming along we're going to be
ambitious and saying we're gonna do our
best to complete them all and I'm
looking forward at midsummer to having a
vision underway to being published to
kick off a school year with with our
community with a strategic plan starting
to get drafted with a balanced scorecard
version 1.02 go and that are our
sessions begin to reflect a syllabus
where we are progress monitoring and
understanding strategies in the work
that's going towards a range of student
outcome measures that give us confidence
and that we're moving in the right
direction
so I'll just say that okay go here okay
any further discussion okay the board
will now vote on resolution five eight
to zero all in favor please indicate by
saying yes yes yes all opposed please
indicate by saying no no any abstentions
student representative Paisley yes
resolution five eight to zero is
approved by a vote of six to one with
student representative pacer roading yes
okay next item is business agenda the
board will now vote on the remaining
items in its business agenda having
already voted on resolutions five eight
one nine and five eight two zero is
Houston though there any changes to the
business agenda okay do I have a motion
as and a second to adopt the business
agenda moved director constan moves
director Anthony seconds the adoption of
the business agenda is there any public
comment is there any board discussion
one and I've given mr. Garcia heads-up
that there is a an acceptance of the
grants from my removal trust for family
engagement and I've had several it was a
great great win for the team to win that
grant I've had several people in the
community have all these ideas for how
we might spend that money to increase
community engagement but I think it's
important to note that there is a
specific purpose for it and I was
wondering if our strategic partnerships
and fund development this is a big win
for work that we want to do in this area
but of course when you apply for a
competitive grant it requires an
application that already stipulates what
you would be committed to doing so can
01h 25m 00s
you elaborate on that
so as you all might know this is the
first grant that Meyer memorial has
given directly to PPS since 2007 so I
think again just shows the commitment
from our philanthropic community to to
invest in areas of opportunity for the
district so this this Maira more grant
specifically is to support our efforts
to sustain and I mean in sustain and
cultivate effective partnerships with
our families in our community what we
know is over the last year that since
we've been opposites I've been on board
that you know we we have this perpetual
cycle where the district is claiming
that we do community partnerships or
Kimmi engagement right but the community
has expressed on many occasions that
we're not and so this is our really our
attempt to to bring the conversation
together to plan some you know how we as
a district can do this right and so
we're going to be using some frameworks
that are proven concepts nationally so
we're looking at Professor Kerin Maps
work
Dule or family and communication
capacity building framework but we're
also wanting to to think about using a
community organizing as a tool for
school and district transformation and
so we want to be really creative about
how we use Karen maps framework which
again has been proven across districts
urban server suburban rural but then
really bring community organizing tools
and in a lens to build something
creative that is only unique to Portland
and so so really excited about that
specifically in terms of the the
outcomes that we've outlined in the in
the grant so there are essentially three
grant outcomes the first one will be to
redesign our organizational
organizational structure to support
family and community engagement
community and family empowerment and so
that's the first direct outcome of this
proposal secondly we're gonna we're
looking to expand our capacity as a
central office and then ultimately our
school-based staff to to do effective
family engagement to support student
achievement and so we're gonna outline
very clearly what those those areas are
and begin a work plan you know to
implement that work and then the last
outcome that we've identified is to
strengthen voice of families especially
families of color and those that have
been historically left out of the
conversation here in Portland to support
all again ultimately student achievement
so we're trying to make the correct
coalition that you know as part of a
school transformation that one of those
key ingredients is us family and
community voice and community
empowerment and so the way that we're
doing this is we're going to be
enlisting the support of our community
leaders community partners such as unite
Oregon such as the coalition communities
of color folks that are out in the
community really working day in and day
out on the ground with communities and
really
a pulse of what you know families
parents students are are sharing and so
again want to be able to create a
mechanism in which we bring that up to
the to the to the central office up to
the leadership to the board and so a lot
of the the funding that is being
provided by Meyer is to develop that
work plan that this the strategic plan
if you will and then in year to really
begin to implement some some strategies
and some frame some work around that
both at the central office level and at
school school base to school-based level
as well this is great to hear the number
of years ago I worked with the district
a pioneer of Family Literacy nights
where we gave specific ideas on how
families parents and guardians can
engage with their students to reinforce
what was happening in the classroom in
culturally responsive ways and during
that time period came upon a in Illinois
they'd actually done 50 schools that got
a series of workshops for parents and 50
that were demographically matched that
didn't and at the end of one year I
believe it's been a long time but there
01h 30m 00s
was a six significant statistically
significant jump in test scores in those
schools
you know I've you know maybe two
percentage points in terms of meeting
benchmark that kind of thing and that
was a pretty minimal investment yeah
that that was I've you know rarely in
education do we see that kind of
actually consult control group kind of
yeah okay well that one did it at that
pretty well well I would I would say
that you know we we do know that and we
talked about this quite a bit you know
there's one thing to do engagement and
one to do empowerment I think what
you're hinting at is how do we ensure
that the system is working
collaboratively with our community to
empower and and bring forth knowledge
and ideas about what school
transformation actually looks like right
and so bringing that to the forefront
versus you know come to a board meeting
or come to you know that's that's one
level of engagement and that's probably
very basic but how do we take it to the
next level and I think that's what this
work is really looking to do is to take
community engagement to the next level
and really ensure that you know
community voice is at the center of a
lot of our major decisions our a lot of
our decisions and again this can be
duplicated with student voice and so
we're starting to really think about
again what are those values what are
those what's that framing for student
voice in all of our decision-making you
know or yeah as we make decisions and
what we know is that there are a lot of
bright spots in our in our community in
our district now you know last week you
all had a chance to hear from gear up
and they're doing some amazing community
organizing work through that through
that effort and so again we've already
begun conversations with them with our
restorative justice team and so really
starting to think about you know what
are the bright spots and how do we then
strengthen that and and expand that
across the district so in this this is
what the funds will will support so
there's a group of parents that we
released traditionally have kind of left
out too so how do we engage those that
are diverse parents with kids and
special education almost like a separate
subgroup there that we really need to
consider also that have some point
different needs in some ways yeah no
definitely and so I think that's part of
this this effort is to really think
about
you know who are the communities or what
other communities that have been
historically you know left out and you
know again we're not going to wait for
this grant to to let us know that we
already know that there are certain
communities so as part as for example as
part of the visioning process for this
round one thing that we heard from a lot
of our spanish-speaking sped parents
special education parents is that they
wanted to have a safe space to provide
insight and input into the vision and so
we've we've allowed for that in February
for our community session so we'll have
a special education parent night in all
done in Spanish with you know English
translation to give them that
opportunity and so again we're trying to
be responsive even now without waiting
for the plan that comes out of this
grant can you make sure to send the date
if I'm in town I'd really like to
particularly attend that definitely
we'll make sure that the board has all
those dates as well thanks to you and
the fund development team for their work
on this application we know family
engagement is a big topic this is one
strategic attempt to work with dr. Karen
Mapp once again on her dual capacity
framework to help us think about our
broader work and in this area so thank
you to the team for once again bringing
it in I feel that nice to feel that
validation from our community too that
they're starting to recognize that we
are indeed a good investment any further
discussion on the note that we're gonna
be extending an offer
approving tonight extending an offer to
Mary Katherine Moore to be the internal
performance auditor at the district I
want to thank the audit committee
members dr. Rosen and dr. Anthony for
the work and the partnership with deputy
superintendent Hertz
[Music]
miss Moore this is going to be confusing
another more
I just realized that anyway Mary
Katherine she said she comes to us from
a long tenure of Providence she's been
an internal auditor there with their
01h 35m 00s
risk and and integrity services and also
been a health plan compliance auditor
and also in their impious of grievance
analysts so comes with a really strong
background we're looking forward to
welcoming to the team and we've got
plenty of work to do so we'll vote on
that tonight and as everybody knows we
still have another position that's
outstanding and then the only other
thing on the business agenda I just
wanted to remark on is we're voting on a
whole host of off-campus activities
tonight and as we think about next year
just our work around equity and and I
know director comm stem has talked about
this in committee meetings before but we
have everything from we have eight
things we're gonna be approving and they
range in price from $30 to $4,500 per
student but most of them are fifteen
hundred twenty-five hundred dollars per
student for these field trips and they
with one exception and that's the $30 a
student one with one exception they're
also our highest SES schools so we think
about the type of experiences our
students are getting is I think this is
going to be an area that is rich with
opportunity for us to to do better not
do better but to make sure that all of
our students have the opportunity to do
things out of our schools that provide
sort of rich learning experiences falls
under the umbrella of our lapsed
conversation around student activities
fees and equity in that conversation so
we'll make sure that it includes field
trips as well when we pick that back up
I just want to update my earlier comment
director more director brunette or just
correct if with the board's affirmative
action you'll now have two employees and
when you bring on an additional
performance auditor that'll make three I
I just wanted to make a comment you
raised your hand thank you I've been a
public educator all my life I just
wanted to make a comment on what I we
haven't talked about here this evening
that is also on the business agenda that
probably is the one that families are
wondering most about this evening
resolution 58 21 on the school calendar
I just want to mention it because I want
to acknowledge and appreciate all the
input from the community I know that
every morning when I open my inbox there
was no shortage of requests and
preferences and a lot of demands to to
try to balance and I know our board
members probably received their share as
well so we've done our best to to
balance all of those requests while
still meeting our priorities the one
thing that I lament is that there are
not more instructional days for us to
include in this calendar so I hope we
keep that at the forefront and I would
be remiss if I didn't appreciate and
acknowledge Daniel Cogan for his work
and being our staff lead on pulling this
together Thank You Daniel okay any
further discussion
okay the board will now vote on the
business agenda all in favor please
indicate by saying yes all opposed
please indicate by saying no any
abstentions
I forgot to say yes okay um student
representative payslip yes okay
business agenda as approved by a vote is
seven to zero with student
representative pace Laveau ting yes okay
board committee and conference reports
and the student representative reports
representative payees third do you have
any comments
you don't have to okay any committee
reports so just from the Audit Committee
so now that we've got a utter it on the
way to be hired I just want to note that
director Const am that audit that was
left over from two years ago
is on the next audit committee agenda so
that was we're gonna wrap that up and we
have a full agenda in the audit
committee around setting up the audit
action plan for the state the state
audit so that'll continue to be a focus
and also the second performance auditor
and the policy and governance committee
we have another meeting in a couple
01h 40m 00s
weeks
this afternoon I forwarded a document to
board members around the field trip and
travel policy changes that are currently
under consideration the board's been the
policy committees been working on this
for two to three months we actually have
two items that have been first read and
based after last committees meeting I
had a conversation with the
superintendent some of the school
communities and attempted to come up
with some proposed revisions for
consideration I said I'm going to thank
the superintendent for some of the the
concepts behind what well I I think what
we're we're there's several things we're
trying to achieve
one we have the underlying student
safety issues relating to the Whitehurst
report but some other things we want to
do in terms of field trips and tap
travel to make sure that whether
students are staying in their home
schools what other students are
traveling that they continue to have
continuation of curriculum but that we
also
look at this concept of a eighth-grade
capstone experience so that not just
some of our students have that so I've
circulated it to everybody and we'll
have a discussion certainly people have
comments please send them but well
become a discussion of the next policy
and Governance Committee meeting along
with the host of other issues I don't
have a conference or meeting report just
an observation that this afternoon the
student district council seemed to have
their largest meeting I've ever seen
being held I don't know if I'd want to
put him on the spot but I mean I was
gonna yeah I mentioned I just didn't
losing energy no I was surprised to
really come in I was running around up
in the offices upstairs and I came back
with a handful of stuff and the room was
like packed I didn't there was like
eight more students and I had assumed
there was going to be so I was really
excited to see that and so I think quite
a few of them were from Benson so I
think the next meeting we're gonna have
we're planning to have it Benson to make
travel a little bit easier for them but
I'm really excited that there's more
voices circulating more people are
starting to hear about the district
student council because when I came in
there wasn't really much meat to it so
I'm really excited about that and yeah
I'm looking forward to working with more
of them more students the better so
thanks for mentioning today we actually
were focusing on the policy actually so
we're working towards a because they
were is their first meeting we had to
kind of backtrack on where we are so
that was kind of our main conversation
talking about we were really talking
about the future of PBS and we've been
doing a lot of revision as of late so we
it's centered on the policy and also
centered around like how do we want
student voice to look on the next you
know 10 years 20 years and what are
those structural plans of how we're
gonna how we're gonna make that
important and how we're going to like
keep doing it keep doing that throughout
the school year consecutively so yeah
that's great good stuff
we didn't have a meeting of the Charter
committee this week where we reviewed a
lot of student data around four five of
our charter schools and we have two that
are up for renewal Emerson and Trillium
and it's a very prescribed process from
the state how we go through that and so
we will be having two hearings just
landing on those dates recommending
renewal for Emerson and we did have a
staff recommendation which was then
forwarded on by the board subcommittee
to not to renew Trillium charter school
based on the data in their last two
years since they were put on a plan of
improvement and again these are
prescribed steps from the state and it
was very it was a really rich
conversation and a very difficult
conversation because it's clear that
they have invested a lot in improving
things and Trillium and had had some
success but still very little movement
in terms of their student outcomes and
also their enrollment so Roseanne helped
me we just landed today on the dates and
times for those hearings that'll be
posted but we're looking at Emerson at
Emerson on the 20th Oh
Trillium on the 20 February 20th and
01h 45m 00s
Emerson okay still not quite certain
about that but Trillium on the 20th at I
believe 4:00 p.m.
yeah and that'll all be posted so that's
where we are so did the you said the
committee you forwarded it on the staff
recommendation does that mean the
committee agreed with it
recommending it yes but we'll have this
full hearing and they they went on the
record as saying that they didn't agree
and they want more time to try to show
that they're turning things around so we
know a lot of members of their
community are gonna come forward for
this hearing and then there'll be a
full-bore vote of the full board any
other reports just real quickly the core
team that's working on the vision
process as the superintendent indicated
earlier we have four open houses plan
for the next stage in the visioning
process to invite the public to that are
coming up at Wilson Franklin Jefferson
and Roosevelt's and I don't have quite
the right order but that that'll be
through the end of this month and into
March 1st and 2nd so looking forward to
that along with a number of targeted
meetings like the one that Jonathan
Garcia mentioned around lateen X parents
of students both receiving special
education services so we're working on
both those big open houses and targeted
so that we get again our goal is to hear
from everyone not everyone but a fair
representation of our community and our
students and one last thing all of the
dates have been sent to all the ppl PPS
community through email today it's also
available online so as a reference point
because again there are the community
sessions and just to to to be clear last
month when we did the first round of
committee sessions we definitely did
that
did those I would say in in group
settings in you know at tables and and
and more dialoguing conversation a lot
of post-its we had over 12,000 post-its
generated in these community sessions
and and so what's going to the the
sessions in February and into March are
going to look slightly different as
these are more of facilitated walks or
journeys on a museum maybe
going to a museum and so it's a little
bit more condensed and so during these
four community sessions that we're
having across the city we are inviting
subgroups that we did that we had in
January to participate in a again
facilitated journey although those
sessions will be open for the general
public and then we are continuing to do
our work with students and so if you
look at the list you'll say you'll see
that there are less community meetings
in comparison to January it is still the
same number of groups that we worked
with in January and just a much more
condensed time because of the the nature
of these sessions and so so yeah I just
wanted to make sure that it was clear
thank you
just last bit today was down in Salem
met with five legislators today was the
lobby day a Lobby day for Oregon School
Boards Association so we had a lot of
parent activists in Salem a lot of
school board members really focusing on
two things talking about the
recommendations that came out of the
Joint Committee on student success which
are shaping the conversations around
where investments need to go in in k-12
and then the other piece is just making
sure that the conversations about that
need in Kate k-12 is connected with the
ongoing revenue conversations in terms
of scope and those were good
conversations and it's always I mean
Nick you know it and I don't know if you
are working with students at all on days
when students are going down or if a
bunch are going on President's Day as
part of that effort but it you always
see the light go off when it's citizen
activists that are talking to our
representatives about our experiences in
our schools with our kids so it's it's
always worth the effort well I
I totally agree and I mean I can say I
personally have been on a couple Lobby
days were in with past organizations but
I went with organizations down to Salem
and
a group of students and I students are
us students would go into you know
01h 50m 00s
legislators offices and we would you
know talk about certain bills that we
want to promote for education and for
funding for education and it's really I
mean not only is a great experience but
you're completely right it's like you
got to get community members in there
you got to get students in there because
we're the ones who are it's gonna affect
in the long run so yeah and I am aware
that I am aware that a couple
organizations are planning to go down to
Salem as well so we're good can I ask a
question are you gonna call them just in
terms of calendaring do we have dates
for any of the meetings with the high
schools on the school resource officer
issue is that are those bins set up yes
we do board members you may have noticed
in our board update a listing of those
dates Jonathan do you want to elaborate
yeah so our chief of staff Stephanie
Sutton sent an update to the board this
morning that included the dates for the
eleven communities our student voice
sessions that will be having most of
those fall in the last week of February
so you can take a look there are only
essentially four meetings that are
overlapping but every other one I mean
you can essentially come to two most of
those we will be providing clear a clear
outline of roles and expectations of the
board of adults in the room because we
again want to be intentional about
uplifting student voice throughout this
entire conversation and so which means
that you know we have to take take a
step back as adults and and and really
you know hear from and really listen to
to students on a number of fronts so
again more more to come by the end of
week with the detail agenda and
expectations for the adults in the room
be dividing up or use their preferred
just as we think about the calendaring
so they don't have you know six school
board members at one and none of the
other just one known I'd like to add I
think that conversation I think maybe I
would like no no I just think I think
limiting the number like the amount of
board members and adults at the meetings
is probably a little bit more help is
helpful just so the students don't feel
we're there to get there and put in
their voice oh I think I'm not I guess
I'm just trying to say like maybe not
having every single board member attend
every single meeting might be I think
that's a good way to go so I mean I
think there's a balance right I think
it's a great point of it I was asking
the intentionality because I also don't
want to be like well no board members
showed up they didn't want to hear they
don't want to hear us and I think we
need to be so if two board members or
one board members there and they're
gonna report back to everybody else we
need to be clear it's not yes board
we've outlined this entire process is
divided into three phases right so we're
so essentially looking at phase one at
the end of this month which is going out
to every school community and we've been
working with our principals and their
school leadership to identify students
bring awareness bring you know advertise
these meetings so that's phase one so
again come all that's interested in this
conversation let's unpack it let's have
conversations in those you know an hour
and a half two hour sessions one of the
requests that we will make of students
and in partnership with their principals
is to identify a small group of students
from those schools who can continue the
dialogue in the conversation about
specifically SROs with members of the
board with members of the senior
leadership the mayor's office etc etc
and so those will happen in in the month
of March into April at least the way
that we've proposed the
line and so that again those were you
can imagine a group of you know twenty
students and maybe another you know six
or seven eight adults kind of hashing it
out and having conversations and so
they're serving as representatives of
their schools and then you know their
responsibilities will be to take back
that to those school communities phase
three will go back once again in you
know scheduled meetings with every
school community to to really give a
full download of what took place in
between the first time we met with them
in February and and and and then so so
it's it's a it is an extended time line
01h 55m 00s
if you will but if we are to do really
student voice in an authentic way I
think we have to let allow for that time
to to to go go by right so so I really
encourage again one sure that the board
is fully engaged or a subset of the
board is engaged throughout the
different phases so you all hearing
directly from the students and it's not
our interpretation of what we hear so
again we'll make sure that there are
enough vehicles and enough ways in which
you can hear directly from from students
so I appreciate that they'll be a whole
series of engagement opportunities to
hear our students out so as the next
step I'll suggest just individual board
members led both Jonathan and our board
manager Roseanne know what their
preferences are to RSVP on and we'll let
you know to make sure we're covering and
spreading out ideally a board
representative at each one of these
sessions but certainly in less than a
quorum definitely I will send tonight a
Google sheet where you all can log in
and just maybe do it I can attend this
one and then we'll coordinate you know
to make sure that we have enough
representation there
so I've said it before I'm going buddy
it but yeah that's said before I'll say
it again I think counselors school
counselors need to be part of the
conversation with students student voice
absolutely essential and be for adults
students whoever say more counselors
less cops people need to know again
adults all of us what are the role from
counselors what are the roles they play
what are the roles they don't play I
think that is really essential to this
conversation
sure so similarly I mean so the question
was around Steamies in principle right
student voice and we're also looking to
develop in partnership with the office
of school performance really ways in
which we can gauge the adults in the in
the schools so principals
apap etc we've had a number of school
principals reach out you know wanting to
share their their opinion in their
perspective as site administrators again
so we'll make sure that those adults
also have an opportunity to lend their
voice into the conversation but again I
think this first stage here is around
student voice and the board can probably
it's fair to say expect a summary of all
the themes that emerge from these these
sessions with with our students in the
same way we just shared with the board
our community engagement sessions with
the benson and multi pathway programs as
well
okay so I'm gonna have the last word
so Paul Anthony and I attended the
National Association of School Boards
Advocacy Institute and 10 days ago where
we both got sick but aside from that it
was a meeting a nationwide meeting and
the explicit focus was lobbying Congress
to reauthorize I DEA the individuals
with Disabilities Education Act and not
only to reauthorize it but to actually
fund it for a change I know what it
concept so it was it was a very large
assembly what but 500 people from all
over the country there was a pretty
large Oregon delegation I think it was
22 people and we we divvied it up and we
managed to meet with the entire Oregon
congressional delegation to to advocate
for reauthorization and additional
funding and in addition we took the
opportunity to talk about all kinds of
other things and I think it was a I
think we had a receptive audience from
the Oregon delegation and the
reauthorization of IDE a will likely
take some time but there is a lot of
energy around I think for the first time
02h 00m 00s
it sounds like there's some energy
around actually increasing the funding
so I think everybody needs to stay tuned
on this and we'll we'll keep you posted
of any action items that might come out
of this in the future okay anything else
all right
the next meeting of the board will be a
work session on February 19 to 2019 the
next regular meeting of the board will
be held on February 26 2019
thank you all for hanging in there till
Event 2: Board of Education Work Session - February 12, 2019
00h 00m 00s
my name is Danny Ledesma and I'm the
advisor on racial equity and social
justice for PPS I'm go ahead and get us
kicked off for the work session and
we're gonna start with an update on some
of the work that we've been doing around
racial equity and social justice with
the focus on our updated racial equity
and social justice lens and protocols
and so Before we jump into that I wanted
to give a little bit of context when the
superintendent came to PPS and since
then as he's been sort of getting our
district organized around the work
that's lays ahead one key piece of work
around that has been reorganizing the
district so that equity doesn't rest in
one area but rather is integrated
throughout all of the districts in all
departments but there's not only a
passion and enthusiasm about it but also
responsibility and accountability to to
our aspirations so I've had the honour
of being at the district since August
and I've actually really felt extremely
fortunate and honored to be working on
on this because the district has a long
history of emphasizing and prioritizing
racial equity and social justice in 2011
the racial educational equity policy was
passed and since then the district its
leaders it's and our community members
have worked really hard to ensure that
we're meeting our aspirations our own
racial equity and social justice I've
had the honour of started watching this
work from the public sector I worked in
the city for a long time worked for the
state and then most recently at the
coalition of communities of color for
many of our member organizations or key
partners here with us at the district so
as we've been approaching this work one
of the key were the key imperatives I'm
getting I'm getting coached
one of the key imperatives has been to
to really focus on creating a plan that
coincides with our racial equity policy
that organizes all of our efforts in a
way that's coherent in a way that's
measurable and actionable throughout all
of our departments and so today we're
going to talk about one of the
milestones of that plan which is our
updated racial equity and social justice
lens and are corresponding protocols and
I'm really jazzed about the protocols
but we'll talk a little bit more about
the lens to kick this off so the I would
say that one key takeaway for about the
racial equity and social justice lens
and the way that we're really thinking
about this is that this is one of our
many tools that's going to help us
develop a shared analysis that's going
to really kick off our best thinking our
best critical thinking so that we are
moving in the same direction the racial
equity and social justice lens is not
the end State it's not the framework it
is a tool that's going to help us
collectively think about how we need to
change our practices improve our efforts
and really sort of swim in the same
direction the utilization of this tool
and the resulting protocols will be done
in collaboration and in parallel with
our visioning process as well as our
strategic planning so we at the district
have two primary goals around the racial
and the racial equity and social justice
lens is that we're really trying to
cultivate continue to cultivate and
build on the work that's been here at
the district and really strengthen our
racial equity and social justice here at
PBS at the same time we want to document
the use of this lens through our
protocols and really begin to utilize
the data and
analysis that's generated from the
application of the lens so that we're
really operationalizing equity and our
support for our goals and activities
that get developed so the updated lens
which is in your in your materials looks
a little bit different than what we had
before this new lens has four components
and it's my belief that we should be
looking at the totality of the lens and
not sort of just looking at those
questions the that preamble or the
introduction really sets the lens in
context it gives a little bit of history
about our policy here at at PBS and then
our belief statements allow folks who
are using the lens to sort of see this
is this is the foundation these are some
foundational beliefs that should inform
the application of the lens then we have
six questions and they're very similar
to the lens that we were using before
although they've been slightly updated
and we'll talk about those and then
because it's really important to get
everyone swimming in the same direction
to really develop that shared analysis
we have a glossary of terms and I would
00h 05m 00s
say that all of these have an
opportunity to continue to be improved
and developed and and changed over time
but we thought it was important to kind
of set down this mile marker and say
this is what we're gonna be using for
the next four to 20,000 28:19 so there's
six questions and so what I thought I
could do is just quickly go through the
questions tell you a little bit of
background about those questions so lens
as a tool is designed to interrupt a
ladder of inference so as human beings
living in Portland Oregon we are charged
with taking in so much information and
our minds often will betray us because
we're trying to process information so
quickly that we often jump to
conclusions that lead to developing
beliefs and then you take actions based
on those beliefs that may not be fully
informed or get had the time for you to
think about unintended consequences so
these questions are designed to really
that ladder of inference to slow us down
and think about the way that we're
processing information so that we're
developing our critical thinking skills
around these questions so the first
question is to describe the proposed
action the desired results and outcomes
and the connection to our mission here
at PBS this is really a grounding
question hopefully this start if you
think about like an action that you're
taking hopefully when we asked us at the
outset folks are saying like oh this has
absolutely to do with what we're here
for at PBS it's connected to our mission
there are there is a desired result an
outcome that we're thinking about the
second question is about involving
stakeholders who are also members of the
communities who are affected by the
policy program or practice or decision I
didn't get PBS we have we've done a lot
of learning and growing around thinking
about how to bring in stakeholders who
are impacted by policies and really
helping thinking about how we can
co-create those decisions together
and programs so yes folks who have you
involved and hopefully folks begin to
start to think about well who are the
stakeholder groups that are important
and hopefully those continue to grow
over time there's a sort of like a good
heartbeat to the question that is
basically is there stakeholder support
or opposition and why and I would say
that for all these questions there's not
necessarily a right answer at this point
this is a tool right and so we're trying
to document what are we answering who
are the stakeholders what is the
opposition or what is the support and
hopefully through its continual
application we'll be able to sort of
analyze that over time and continue to
build that body of information that can
inform our public engagement in the way
that we communicate with those the third
question is about this this one is the
big question which is how does the
proposed action expand opportunities for
racial equity and social justice who are
the demographic groups that are going to
be impacted by this how each group be
impacted or affected by the decision or
the action and are there any potential
unintended
secuence is for specific verbs or
populations and are those studies in
place to mitigate any negative impacts
plus you and so this is really the one
where we want people to spend the most
time we're thinking about how is this
decision how is this action part of a
set of actions that really is expanding
opportunity for our students for the
students that we know are impacted by
the lack of racial equity in social
justice so we really want folks to think
about expanding opportunities the fourth
one is kind of like a kind of like the
opposite one a different a different
sort of approach to the same question
which is does the proposed action
address any barriers so have you
identified barriers to racial equity and
social justice and does this action
attempt to remove those barriers and
then the the prom doctor that is well
how are you going to track your progress
towards reducing those disparities like
what's your plan to actually measure
that and this is one of the key
differences from the past for the past
lens to this one these questions are
much more we're just adding a little bit
more focus around collecting information
and data and sort of asking folks about
that the fifth question is what
information or data are you basing your
decision or action upon what data or
metrics we've collect or used to track
the impacts that proposed action on the
identified populations and I think this
district is really striving to be data
informed and data-driven and so this is
one of the places where you want to
alignment in the way that people are
approaching their critical thought
around racial equity and social justice
this is something that is being done
across the organization
the last question it is open-ended and
we asked folks to describe any changes
that they have made or that they will
make to the action after applying the
ones so again there aren't any
necessarily right or wrong answers but
over time we'll be able to look at this
answer and to see how we're changing
behavior over time what what difference
that makes
00h 10m 00s
so that's the lens the accompanying
protocols you have you have just a short
document I think it's like four or five
pages that has a sort of like what is
the lens who's going to use it and then
it's a chart where it has PPS PPS
departments a scenario that'll be
applied and then a date and so at the
superintendent's leadership team the
group decided that we would be the sort
of like the sort of like leaders in
applying the lens and reviewing the lens
so we finalized the lens in December we
you know we've got a story a shared
drive where it's I'm smiling at dawn
because I'm sure he's gonna help us make
this better but we have a shared drive
it's open to everyone where the lenses
will be the completed lenses will be
stored with act where everyone will have
access to them and then the SLT team
will start to review the completed forms
once a quarter and at that team we can
look for where there might be congruence
or variance where there's where we can
start to identify areas where we need to
apply more effort more resources and
then we will at the end of the year
present sort of an annual report or a
synthesis of what's been gained by all
of those scenarios and then in December
we'll start again and identify new
scenarios or it can be applied I've
worked in racial equity and social
justice for a while and you know one of
the sort of evolutions of the practice
has been is a lot of organizations are
using the lens a lot of folks talk about
like oh we put the lens on it we use the
ones we you know we we have an equity
lens but often there is no documentation
of that application and so a real
opportunity for learning and growth and
sort of that development of culture gets
lost and so I really think that sort of
adherence to these protocols some shared
analysis some shared learning will help
us continue to develop those those
skills needed so that we can implement
our work on the racial equity and social
justice plan so I think we wanted to
take this opportunity with the board
during your work session to to sort of
discuss potential areas where the board
may want to also add some scenarios two
or three for 2019 and so I think what
we'd like to do is kind of have a
discussion amongst the board about if
you thought of any scenarios that you
might want to apply it Scott
boundaries
okay any other scenarios particle is
around what happened in seong pies are
just really
so the whole discussion about converting
the remaining K eights to middle school
so there's equitable academic
opportunities for middle grade students
in addition when we give the strategic
plan making sure that our metrics
our priorities around
accelerating achievement for a cirfairy
sorceress
okay does everything that we do
basically I mean it's for budget as a 15
locations is how it you know how it's an
impact differentially across groups so
it really is every decision that we make
as a board
has to be
pendulums Kimmy I think with this budget
cycle
not being subject
really
use that putting Lance
in process
why why don't we
they got
I thought
programming
unless you've given is a fine list but
it's very very adult succored management
needs administrative needs operations
needs not a lot about what actually
happens but gets to the classroom
00h 15m 00s
anyone else
I understood kids in the classroom and
he also said program
you
thank you
if you're a child from a poor family or
a child of color and wanting public
schools you are much more likely to not
have a choice in elective programming
not have connections to outside
opportunities not have not have a lot
beyond bare-bones program bare-bones
course operates in this world
attention
here but I'm wondering if magic one of
the big questions of equity is it maybe
it's just phrased differently here
what are those unintended consequences
or you know have we thought through
every scenario
where could there be some Funyuns
that's a big part of
yeah
so if you if you don't mind I would want
to kind of clarify I think one of the
things that I recommend it to the SL
teen I think that the team is sort of
recommending to all of their teams is
that I think a lot of times it the felt
the use of the lens is I I'm gonna use
the analogy that I think people are
probably tired of it's the it's the
couch to 5k program right so right now
we're like on the couch right and the
the 5k is our goal right and so the lens
is really that sort of like those
training runs that help us get to being
able to make the run and so it can be a
little bit daunting to say that we're
going to apply it to everything because
you're not going to go from the couch to
the 5k on day one and so our approach
was to try to identify these high
leverage opportunities where we thought
this it's application is going to carry
the most impact amongst the leaders
we're certainly inviting people to use
it in addition and so I think what I
would identify for what I would
recommend for the board is to try to try
to amongst yourselves prioritize what
you think the highest leverage
opportunities in your role as board
members for its application and to to
sort of you know put your put your goal
out there is like you know you're trying
to get to the 5k so you're gonna do
three three training runs and if you if
you at the end of it you're able to you
know run a marathon because you've done
your 5k training so well that's great
but I think it is a little bit of a
process and so I our approach has been
to try to identify these sort of like
really important scenarios we're asking
these questions because the the
day-to-day of what we're doing is gonna
is still going to be coming out of this
and so in order to really maximize our
time together we wanted to prioritize
sort of its use in its application
see how asking about that McKenna
consequence isn't getting to the heart
of things so
yeah
I wonder if we couldn't have members
picked up so so welcome underpin here
yeah that's nice uses is trying to
record this yeah I know she doesn't have
hearing aids
well then turn evil glasses that was
their great she she'd asked about if
there's unintended consequences and I
think it was resolved that they she
found that question there so I need
bigger obviously absolutely so I guess
it sounds like you have a good list
you've talked about a couple of specific
policies that are upcoming as well as
sort of like attention to the budget so
why don't we why don't why don't I sort
of like work with Roseanne and with
Stephanie soda to kind of propose some
potential a potential list for you and
then I'm available to you know support
and help you know facilitate sort of
maybe the first the first run if you'd
like to help sort of do that so
Scott raised which
00h 20m 00s
we all do it
okay great um so just really quickly if
there's any other questions about the
lens I'll just give you another update
so in order to kind of fulfill the
policy that was passed in 20 2011 there
have been a series of work plans and so
one of the one of the things that we're
engaged in now is trying to develop a
work plan an updated work plan for the
racial educational equity policy and so
the process to develop the plan has been
a little bit different than we've done
in the past we're trying to take an
appreciative inquiry approach for asking
across a cross-functional set of teams
to really think about what are the
bright spots we're either at PBS or
beyond PBS are there practices programs
investments resources that are really
moving the dial on racial equity and
social justice and so that sort of
bright spot process has been what we've
been working on there for temporary
teams one around teaching and learning
student-led initiatives
community partnerships and talent
diversity and so in the month of January
we developed our compendiums
of bright spots in February we are kind
of taking a sort of a lens and
magnifying lens if you will to analyze
those bright spots to think about how
you know how bright are those spots but
also what would it take to be able to
fully implement across the district not
necessarily in one space but what would
it be to take something to scale so that
equity is really sort of something that
is is seen throughout the district it's
been really really invigorating to sort
of be in those meetings with our
talented educators and staff here at PBS
we've got a lot of folks who are really
committed and passionate about equity
and
we're really excited about that so we'll
come I'll come back and we'll give you
some updates in this spring
once we've kind of gotten a little bit
deeper into the plan yeah so realizing
and being supportive of us taking this
work in their direction one thing from
the previous program was that there were
some schools
that really got deep
particularity in a way person grant
white people right
they're their whiteness of the privilege
and
how does that play on the classroom by
the way
just making the unconscious conscious
which is so challenging
along with invisible Frankie
in terms of student relation
and there doesn't seem to be a
programs support for continuing that
work
and so depending on
or try that
we're where we have with that immigrants
well so I can say that a lot of
realizing therefore just yeah yeah so I
think I would say that we haven't drawn
any conclusions yet about sort of that
work I think though that work has been
identified as a bright spot by several
teams and so we're kind of taking a look
at sort of what were the conditions that
made it successful or were there
challenges what would it take to sort of
have some consistency across all the
district across all schools what could
be some scope and sequence around the
conversations what happens after the
conversations so I think we'll get worst
you know we're right this is February
this is and we're right and this sort of
like taking a closer look at that so I
wouldn't you know I wouldn't but
nobody's drawn in any conclusions about
about that just yet and so it's likely
that if yeah I mean I think it's likely
if something was working well will will
try to continue that and sort of build
on that there was nothing after the
conversations so you know that's
what Paul was talking about
obviously getting to where it's
impacting kids
the conversations were great and the old
structures many of them but it was said
missing pieces to them what next
I'm sure that's what you're aiming for
in keeping that in mind yeah yeah that's
been really consistent with our
discussions great state I have a
00h 25m 00s
question just a mechanical question so
the policy requires that we have action
plans every year and twice a year
reporting on partners so I'm wondering
this is described as
but is it part of the overall plan or
are we at one of those stages in the
plan at the some point that's going to
be plan at the end
sorry it's just it's a process yeah so I
would say we're in the process of
developing the plan so that we can get
back into compliance with the policy the
lens is one of the tools that's going to
help us execute on the plan right so if
we get really good at that 5k then we're
able to go the distance on sort of the
deliverables in the policy as well as in
the play on so I would say they're the
the tool the the lens is one of the
tools that's going to help with a plan
the plan is in development right now we
are out of compliance with the policy
and we're working on developing that
plan and we'll come back to the board
with some recommendations for the the
plan as well as you know some potential
places where we can update the policy to
a lot of folks have talked about like
adding some more clarity thinking about
different levels of accountability and
really trying to keep the focus on
student outcomes
so
how this vision plays out
development
who that consistent
someone
they're inspired individuals
found a lot of value in it and other
the connections there
well so so one of the one of the teams
is the talent adversity and that's where
we've talked a lot about professional
development but professional development
really is sort of like it sort of runs
through all of them I think where we're
trying to have is that where is so that
we can think about consistent
application across the whole district
then sort of like what that scope and
sequence looks like related to racial
equity and social justice so I think the
discussions that we've had are
absolutely aligned with that desire to
sort of maintain maintain that level of
professional development if not go
beyond and and also think about sort of
like consistency
just elaborate a little further
pick an area say teacher tomorrow
our educators Watkinson
cultural responsiveness
addressing issues in
so that is that is not
in this area the idea is to fill out
form
those shoes
run it
I probably have a say on that that kind
of got me kind of jog with mine it may
be like actually racial equity in
curriculums people like in the classroom
so teachers meeting around like how can
we I mean I remember I always goes like
history class I come and we yeah I
haven't how can we have equity in like
diverse backgrounds in history and
like teachers meeting around that and I
think
yes some of the really exciting
conversations have been around that sort
of like we've looked at curriculum we've
looked at instruction and we've looked
at student supports and so we've had and
we've had educators who are on the on
the committee's and so that's been
really exciting one of the products of
the plan will be these compendiums in
each of these things so we won't be able
to you know implement these all of the
things in the list but we'll have those
lists of sort of bright spots for it for
your perusal going
and so the biggest challenge of dinner
announcement work on unit development
how do we begin to integrate the various
elements that make a complete a complete
instructional permit that pays attention
to the whole child that has been and
will continue to challenge conceive
working
see their ability to do that well and so
having that conversation now before we
00h 30m 00s
get too far down the road gives us the
opportunity to integrate those
components to our own pressure
development of ourselves whether it's
designing this work but also our
administration same inclusivity applies
to
great stats as the questions
Oh
maybe
so maybe thinking in terms of but
we're at Universal Design for Learning
which I said really
thank you so much for your time and for
your commitment and sure you will be
reward
I think it's time for Cynthia well
thanks for a million now is a perfect
time to stand up and get a stretch while
we switch presentations but don't go far
we're going to start in about two
minutes
I was reading on that first
all right but still I want to start out
by I'm Clarence other deputies to tell
you
here in Portland public use OpenCL a
vehicle they said we are going to be
presenting together and we'll work hard
to make sure that everyone can hear into
this tiny hero
so we're going to go ahead and start
four parts to this work session we're
going to be going over our forecast and
what we're anticipating for nineteen
twenty budget and we'll be looking at
principles
our guiding principles that have been
adopted by our board and our community
budget review community budget review
committee there we go and look at the
process that we're going to use this
year the best practice around strategic
budgeting and then also look at what
priorities have been established
beginning last fall that we'll be
bringing forward in a proposed budget
good evening it is my pleasure to be
here with you tonight and I will start
off with telling you about our most
updated forecast for 1920
we are expecting a shortfall of
seventeen million dollars and this is
primarily due to our projection has
fallen short of expectations and the
declining enrollment in specially in the
ALM and student poverty rates and also
with the first increase there are three
major events that is used to our budget
development and revenue forecast one is
the governor's and budget release in
these members the budget and our chance
for no one
we'll come out in the early March right
and also the the budget and proposed
budget it will be produced that
producing for the CB RC and the
superintendent and the board review and
coming up in April so this is the first
rate for the last a few years and as you
see the rate consistently increase and
we are expecting and to be at eight
point eight percent forty one and two
and three point three six for absurd I
00h 35m 00s
would say it's the problems that we're
facing now with increase rates began
around in the 70s all the way through
the 90s that were made then have created
the rates that we have now and when we
get to the 2000 2010 2010 we're only
partway through the problem we've got
probably another 20 years before we're
gonna see the end of higher so it's a
legacy problem it's something that we're
going to continue the national Charlie
were required to make those payments
we'll continue and paying for furs and
then after 20 years we'll start seeing a
decline in terms of clots based on the
current reform that has been done I want
to say we've done three rounds of night
tears of hers benefits I don't want to
go into it now this slide just I had a
hard time okay so you wanna go back
through that you want me we'll go
through more know all that up on you
okay
absolutely yep we're happy to I'm going
to purse outbreaks with you unless
there's a hue and cry from the rest of
the board members I'm not hearing one so
now we're going to talk about I'm just
gonna say one sentence yeah I feel
compelled to note that a lot of the
legacy problem
is because the state failed to fun
step
I just say
I hear what you're saying and we as
employers are all required to contribute
to that so and we will continue to do so
all right so this is an important slide
this is about the importance line
because what we are asking you to do as
a board and then our CBR CR but
committee is we need you to think about
50,000 students you're going to hear
testimony from individuals that have
very specific needs when we are reducing
17 million out of the system there will
be specific people that won't like what
we've chosen to reduce out of the system
and as we're bringing those forward we
very carefully that are going through as
a senior leadership team with Principal
feedback and working with our executive
leadership our superintendent to bring
forward what we believe is the best
proposal to support 15,000 students so
we want to remind you this with this
picture is that as you hear individual
testimony it's usually very compelling
and there is going to want to be a wish
to fix whoever comes to talk to you
about their need so you may hear from
200 individuals you may I'm not sure how
many are gonna come well however many
you come that come remember that there's
four hundred forty nine thousand five
hundred other students out there that
are not here and that you have a
responsibility to them
okay so really wanting you to think
about all students thinking about our
equity loans who's connected to our
meetings who doesn't usually show up who
we have the responsibility to support
site and I will I'll get off my soapbox
now but I really want you to hear that's
our responsibility think it plan so we
are building the the budget based upon
the principle that was approved by the
board back in 2016 with the focus on
equity and student achievement so the
last several months we have been working
very hard in all areas of operations to
find more efficiencies and we have been
really focusing on strategies and on
programs that we feel that will make the
most positive impact on student equity
and student achievement we have been
working hard to ensure that every each
of every student in PBS received the
00h 40m 00s
quality education and that we are
looking for a ways to further reduce our
spending so that we can put the money
back in the classroom for students so
these principles were originally
prepared by our CBR C and then it they
came to our board and were adopted and
they've been in place I believe since
2016 if I got the right timing
so so we have been using these and we as
we have been developing our budget
keeping these principles in mind now on
an annual basis right now we're going
through a budget process will be done by
June beginning in July we'll start
working on multi-year finance plan
because we'll have our visioning process
done and we will have be creating that
strategic plan and then we're going to
talk about how we're going to afford to
deliver on that plan strategic plan by
making multi-year investments so we will
bring these forward again in the fall of
next year to review to see if there's
anything we need to update so for this
year we're sticking with what we've got
but in the fall if we find it we need to
realign to our new strategic plan if
there's something that needs to be
aligned to that we will do that then the
process
so we're going to use government finance
officers association GFO ways best
practices in school budgeting I've been
doing this for seven or eight years and
I've had great success in taking money
out of the system and things that
weren't making a difference for student
achievement and putting them into new
investments that move the bar that
improves student achievement so I've
been working with our senior leadership
team and starting to talk to them a
little bit about this we did some
activities in January trying to help sit
align our our work and get our
priorities centered around students and
we're going to bring an activity here
for you guys to do tonight with us as
well okay so let me just talk about the
most important part on this page our
academic and our finance folks even
though this doesn't look like Cynthia
all right this is Guadalupe and Craig I
mean we you know these are us and we're
coming on this path together we can't do
it separately I would say the way we
used to do budget used to be like an H
we're finances over here on one part an
instruction was on the other part and
once a year we come together at budget
and talk about things and that would be
our plan for the year so now instead of
an H we're doing a ladder so we're doing
it all year long where we're connecting
about these strategic investments in how
we're using our resources so think of
going from an age to a ladder of us
working together through this process so
we would look at student learning goals
in the beginning and see where where are
we where we want to be
we're going to be looking at some
student data tonight and then we're
actually going to do a root cause
analysis using a five why's protocol
I'll explain that in a while some of you
may have done that before but we're
talking about why is we're going to go
specifically about grad rates and our
different students by raytracer loop
groups and we're going to talk about why
some groups are graduating at a higher
rate than others and we're going to do
some root cause analysis as to why
that's happening we have conversations
about at our table about that and then
once we think about why it's happening
then that's where we've been since
November November we've been actually
working on this best strategies to reach
our goals and we will be identifying
metrics to do an academic determine on
investment for so as we invest in
something we try deciding how we're
measuring and then we'll be tracking for
three years to see if that investment is
making a difference and if it is great
it will just continue on because it's
doing the job if it doesn't it comes
back out and gets put into something
else
okay so more to come on this but group
of us are going to get trained later
this month on that and then then we have
to go through and think about what are
we taking out of the system in order to
invest in these other items so we've
been working in as a senior leadership
00h 45m 00s
team and we're taking lots of resources
out of areas and working to reinvest
them in the ones
we think are the priorities now so we'll
share more as we we're still in that in
the middle of that work and we'll share
more in a future budget work session and
then in the end then we get to that
strategic financial plan that's at
multi-year finance plan and then we work
on sustainability and overtime all along
the way we engage stakeholders so this
is going to be our budget process think
you think huh there's two places I just
put that in the presentation they have
lots of about each stage examples ways
to do it and then one more there's also
the smartest we'll spending both of them
are related to the same process but lots
of examples of districts across the
country that are having success with
this process okay the timeline so I
think this is a good place for me to
really share with you the work that we
have done to date and then I'm gonna be
sharing with you what we will be doing
so back in November as Claire was saying
leadership team are both and instruction
and Finance spend a two and a half day
of work sessions to come up with a
high-level priorities for 2019-20 then
then on the 1:15 we who had the revenue
forecast coming up soon and then let me
see here okay I'm sorry I'm gonna go
back to to January because we did a
bunch of work last month and I can't
wait to tell you about them so um so um
we're taking a break from the Christmas
coming back in January we all get to
attend three four-hour work sessions
have a packet at your
so if you want to each grab one of these
in your table we're going to do so I'm
going to go through the track at third
and let me know if anyone is missing and
we can we have some extras at this table
we can share so I'm going to go through
the packet as a tea as level with the
whole team
this first top part is our tool we have
pens yeah we have tens if you don't have
a pen and if you look on the second page
it has an example of how five white
protocol modes and it says my car will
not start is the problem and then it
says you say why is that the battery's
dead
why is that the alternator is broken
going all the way around and then in the
end what is the actionable item it says
I have not been maintaining my car
according to the record so really if you
maintain your car that's an example of I
did to a five wise waterfall and so
there's more further instructions on the
third page that will once you on the
first page our questions
maybe this is our problem why do we have
a gap in graduation rates between our
Native American black and Hispanic
students when we compare white and Asian
students okay so why our graduation
rates higher for white and Asian
students than they are for a Native
American black and Hispanic students
that's the question so at your table
you're going to go through this five
why's protocol and I provided some data
that's made it together for you so this
first part shows that looks like this is
graduation rates and it shows by race
and then we also have this these charts
here that include by school and by race
so again these two pieces are all on
graduation rates and then here we have
report card data as we know graduation
is not just happen in high school
it starts in pre-k right so we have data
here disaggregated by some student
00h 50m 00s
populations on math and English language
arts for grade levels throughout their
education FTPS and then we have another
so this is by school and desegregated by
student groups again going k12 report
card data okay
and can you turn on the lights get any
more lighting and then one other piece
is shows the average days of substitutes
by sites how often teachers are out of
school
it's a telling story there is a story to
be seen here
so what I'm asking you to do talk
amongst yourselves review the data and I
know it's late at night for some of you
but we're going to ask you to perk up
stand up do whatever you need to do this
is important work why are our students
not graduating as the same wired all of
our students graduate at 100% we want
you to take the luck roll up your
sleeves mess around with the Dan answer
why is that happening
and come together in the table group of
what might be an actionable response at
the end questions about the protocol
so what I'll do is you go ahead and
start talking your tables start looking
at data the two of you by yourself if
you want to do yourself you can or if
you want to join a bigger table trip
that's fine and I'll walk around and
answer questions as you go I appreciate
the conversation anymore
some of you aren't quite ready to finish
it's okay that we're not done so I would
like as you've gone through this data
it's something that we need to do more
on our work right we need to have this
on our fingertips we need to be looking
and so just thinking we know what's
happening that we're actually looking at
it this table back here told me they
didn't have all the data they needed
you're right you don't but for this
exercise we needed to have a controlled
amount of time in its face right so I
would like this table here I think you
were the first ones done so I'd like you
to share what you see myself so let's
see how it helps what this table came up
with is a fruit cause the root causes of
differential graduation rates is
inadequate foundational skills at k-8
for many students the
yep chilly why is that why is a pea
isn't a kept students haven't have
teachers who have been prepared to meet
the needs of the range of the learners
and strong and consistent leadership in
many of those folks and why is that
because there has not been a strategic
plan to put the best ring teachers in
the neediest scores because let's say
we're missing incentives through H R in
unions collaboration okay and why is
that so it sounds like you have some
possible solutions as you're going
together
I wonder seeing some areas at work to
get that be done and we haven't used the
equity protocol we kind of did very
similar
lack of consistent instruction
lack of consistent instructions to high
teacher turnover and certain school
and I substitute
why that I to grab something
administrative turnover so because
00h 55m 00s
building why is that a lot of reasons
about we should only
so far
higher stress environments with schools
with higher needs by BATS
a lot of reasons again but we were
trying to
in here so lack of behavioral and social
emotional supports
broader on that say also lack of image
subsidized
learning opportunities
the bias lower expectations
so what do we do about it
prior to prioritization of resource for
how about these two tables are you guys
ready to share something it's okay if
you're not we've got the two groups of
sharing but you get the sense this is
that what the work that we need to do as
we're prioritizing our investments and
then once we select investments then we
have to decide how we're measuring if
it's making a difference and then we
keep that going for several years to see
if it does make a difference and then we
continue if it is and if it's not we
repurpose the funds and that's hard for
a system what my last year in Beaverton
we took out ten million dollars that was
not making a difference and repurposed
it and that was tough on staff did you
feel like you had clear metrics ex
showed causality we that's part of that
academic return on an investment is that
we go training together in finance and
instructions we decide and we agree
before we even start the spending of how
we're gonna do it because we at first we
would say oh we don't like the way the
measurements are well we don't like that
comes along yeah so we now very
carefully select those and make
that we're on track before we start yeah
then we have training on how to do and
the only hard part is to give it time so
that usually after the first year we
need to tweak it second year so we need
to tweak it more so it might be that it
works for one group of students but not
a different type of so we have different
subgroups of students that might be
impacted differently so then we might
hone it in for one group that's working
well for so more to come on that yes
this is a question for the end but I
wasn't sure if you were wrapping up or
not but God so the best practice in is
school budgeting the first step one of
the student learning goals when when are
we setting what those outcomes are
because if everything's flowing from
that sounds like that would be where we
be setting me at the beginning of the
process in a perfect world we wouldn't
have schools in session and we went to
start planning a year in advance
but since that isn't that isn't the case
so we enter wherever we are in the time
that we are and then we build around to
get to all of it and that's what we're
doing with our visioning and then I
strategic plan which will have those
milestones and metrics that is you're
putting together the staffing what what
are the goals that were target we're
aiming at so let me show you a few
instructional priorities that have been
selected that might help answer that for
you okay so here is for my November
session now to say that we're going to
be able to afford all 20 million in this
first year I can tell you it's not
happening right that would mean we'd
have to take 37 million dollars out of
our system should we do it we're gonna
take bites and chunks each year to move
along in that 20 months so really
looking at curriculum and assessments
professional learning so in support for
specific content areas so extended days
and years so our hiring practices and
then also looking at supporting student
outcomes so that these are some each one
of these has like five or six lines of
detail or who we didn't bring that here
tonight but you can see that these are
the areas that we prioritize back in
November I think the first round was at
90 million you guys brought forward it's
like 90 then we got down to 40 and now
we've got another 20 trying to get to a
more realistic but we started with what
we thought was a bad right and then we
said but we can't do it all
time right so how do we put it into like
three to five years right and then kept
01h 00m 00s
coming down to what seemed reasonable
what were the highest priorities from
that that we could actually have enough
resource to actually have different so
it has kind of gone along and been
revised as we go
and certainly our disco folks can
explain this much better than the
finance person but you've got a sense of
what are the priorities right now and
then we also had some operational
priorities and these were again vetted
with our principals we had a longer list
and this was the shortened version of
what they felt were the priorities and
so I want to highlight this pathway
that's a new compliance state model
right now the estimate is 1 to 5 million
so I picked the number in the middle we
really won't know what that's gonna be
until we finish our work so I'm just
giving you a heads up to that because we
meet we have to do this it's not a
choice and then here this is radios and
cameras updates and our buses and this
is additional to get our maintenance of
our buildings up and then this is
actually we're going to be putting nine
million dollars into security in our
schools and from the bond and an awesome
grant from the state and this is hiring
a technician than to run all that once
we spend nine million we need to have a
person to keep it running okay so we're
gonna pay have to pay for these and
they're coming out of three different
areas schools but we are holding
harmless where possible the title
targeted and comprehensive school
improvement schools si si si si
and there will be some out of central
instruction and there's a schnapps so
all three areas are going to bring take
resources out so that we can afford the
things we need to do for kids and then I
just open it up for questions with the
same questions I'm just looking like
this data for example so say sometimes
the strategies and tie it to what we
were going to do say they say English
language arts academic growth you know
we have economically disadvantaged that
the medium they're their level of growth
is much lower than we want to do the
budget process accelerate that I guess
I'm looking at the strategies of what
are they are they tied to something
specific yeah so that would be helpful
to have because they will come forward
we're just we're just bringing out in
different layers to do the process I
guess I'm going back to our discussion
this weekend of if the strategic then
laid out all of that if you want to have
the board out of the picking the
strategies agreement on the the goals
and the outcomes and
staff saying this pretendin here's the
strategies we're picking to move this
particular outcome correct and so we're
not weighing in necessarily on the
strategy that you picked because we've
agreed on the outcome and the educators
are deciding what the
strategies so I guess for me it would be
helpful to know what what is that we're
trying to move right by those with those
strategies versus I don't know those
look like twenty million dollars of good
strategies but I don't know whether it's
actually gonna move you know the eleven
percent of that african-american
elementary students who are at grade
level in math right and I think it's
also important to manage expectation
when we're investing in building the
core before you can start to
differentiate an author target regions
so you have to do a balance of both
right now as a means of triage but we're
trying to make up for ten years of this
area being underdeveloped and under
invest in it so but but our our goal
would be to have a multi year strategic
plan so budgeting just backup those
strategies that would have your end
goals that we've reported on in the
progress monitoring fashion on a
quarterly basis so we're not quite there
yet it's not like there's oodles of
money here to sort of do the things that
we know would make a difference not for
lack of thinking about how to provide
intervention so
these areas but we've also managed our
expectations and our seeing what work
should we apply to Nicholls if there's
only this much and there's not new money
it's coming as a result of things we're
not going to do and reductions that are
being made in a lot of areas to support
an agenda on academic improvement as
well as as well as areas that were
obligated to support like special
education I'm using our birth plan our
01h 05m 00s
shared work plan that is what we used as
priorities to start with so we have
specifically at the template there gave
us has exactly those goals and then the
X activities we went through was what
what do we think are the highest
leverage things that we need to do to
build a foundation in order to keep
rolling for that so in absence of having
a strategic plan where everything's
already wound up and then she also has
been asking us what are the metrics you
would have to measure those things so we
will have that information
any other questions
okay well I gotta summarize the you've
given our expected level of our baseline
budget level what is had to identify how
much money we
payback from us first cuts and
that's base
all the Heartless yes our school boys
and then balancing that with how much do
we invest
right
and we are balancing that right now
we're going as a staff we've been
working on that for since the beginning
first week in January and now we're I
don't know middle of that moring so for
six weeks we've been doing that very
thing as a senior leadership team by
March 19
since whatever it was I have sent you
all port members at a boom to the
question-and-answer forum for your youth
okay and I think I have one minute and
20 seconds to spare back to you okay and
I would ask everybody to move a little
Sources
- PPS Board of Education, Archive 2018-2019, https://www.pps.net/Page/14001 (accessed: 2022-03-24T00:57:50.174924Z)
- PPS Communications, "Board of Education" (YouTube playlist), https://www.youtube.com/playlist?list=PL8CC942A46270A16E (accessed: 2023-10-10T04:10:04.879786Z)
